| Teacher questioning in the classroom is an important component of classroom teaching,and the quality of teacher questioning directly affects the success or failure of teaching effectiveness.Efficient classroom questioning can promote teaching progress,increase teaching interaction,inspire students’ thinking,and promote the completion of teaching objectives.In 2020,the huge impact of the outbreak of the COVID-19 on international Chinese education has brought new opportunities and challenges to Chinese as a foreign language.In order to better adapt to the new situation in the post epidemic era,the form of Chinese language teaching is undergoing profound changes,from traditional classroom teaching to online teaching,and online teaching has become the mainstream teaching method.In this context,research in the field of classroom questioning should also keep up with the times,follow the development of the times,and shift its focus to research on questioning in online Chinese classrooms,in order to help create efficient online Chinese classrooms.In the process of teaching practice,it has been found that students have problems such as not answering actively enough and having low interest in learning online.In order to guide students to better immerse themselves in the course and maintain their focus on learning,effective interaction between teachers and students is a very effective method.Therefore,the design of Questions for Teachers in Chinese as a Foreign Language Classroom is an important part of classroom design.This article draws on the classroom questioning evaluation scale of previous scholars and combines the characteristics of online classrooms to develop an online international Chinese classroom teacher questioning evaluation scale.Three primary indicators are set,including question content,question form,and response feedback.Nine secondary indicators are set,including question type,question goal,question difficulty,question language,question allocation,question medium,question strategy,waiting time,and feedback strategy,This article uses this evaluation form as a standard and guide for measuring the effectiveness of online Chinese teacher questioning.This article selects online teaching videos of elementary Chinese comprehensive courses from eight classes in the Thai remote Chinese teaching project as research materials.The classroom videos,which are approximately 500 minutes long,are observed,transcribed,counted,and recorded.Based on the indicators and specific performance of the evaluation scale developed in this article,the classroom questioning of the eight teachers is analyzed and studied,By examining the characteristics and existing problems of teacher questioning in Thai online Chinese classrooms,practical suggestions for teaching improvement are proposed to enhance the online questioning ability of international Chinese teachers and effectively enhance the teaching effectiveness of online Chinese classrooms.In order to make up for the lack of single online classroom recording materials,this article also designed a survey questionnaire and in-depth interviews to investigate the attitudes,opinions,and opinions of project teachers towards online classroom questioning.From the dual perspectives of observers and participants,this study investigates the questioning and questioners in online Chinese teaching classrooms.Based on classroom observations and analysis of questionnaire surveys,it has been found that there are some problems in teachers’ online teaching questioning,such as unreasonable types of question design,low utilization of questioning media,and insufficient allocation of questions by teachers.In response to these problems,this article proposes corresponding teaching suggestions and strategies from four levels:the content of the questions should be scientific and interesting,the form of questioning should be reasonable and rich Response feedback should be rich and timely,and teachers should reflect on themselves and communicate with peers to improve online classroom questioning and improve the quality of teachers’ questioning. |
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