A Study On Teachers’ Online Classroom Questioning From The Perspective Of Both Teachers And Students In International Chinese Language Education

Teacher’s classroom questioning is the key link of classroom interaction,but also an important part of classroom teaching discourse.It is not only a tool for teachers to guide,check,diagnose and evaluate teaching,but also the most important way to provide comprehensible input for students and form effective teacher-student interaction.There are some particularities in the teaching of Chinese comprehensive course at the primary stage.Because of the limited vocabulary and grammar knowledge,the teacher’s questioning language must be concise and effective.Different from listening and speaking class,reading and writing class,the teaching task of comprehensive class is multi-level and multi-direction,including not only the comprehensive teaching of language knowledge,training listening,speaking,reading and writing four basic language skills,it is also necessary to develop students’ ability to use Chinese to communicate.Therefore,students can improve their Chinese level more comprehensively in the integrated classroom.This paper starts with the key word“Question”,and focuses on the analysis,investigation and research of the question-asking process in the online Chinese comprehensive class of the Central China Normal University International Exchange Institute,the purpose of this paper is to explore the present situation of the questions raised by TCFL teachers in the beginner’s comprehensive course,and to improve the level of questioning of Chinese teachers.This article is divided into five sections,The introduction introductory paper introduces the reasons for topic selection,research status,theoretical basis,research objects and methods.In the second part,the author observes the on-line comprehensive classes of the junior Central China Normal University at the School of international exchange,and transcribes and summarizes the questions.Based on the research on the evaluation criteria of effective classroom questioning by Lu Zhengzhi and Hong Songzhou(2010),this paper analyzes the transliteration materials from three aspects:questioning method,questioning content and answering method,the current status of Chinese teachers’ classroom questioning and students’ responses in the online junior class of the Central China Normal University of international cultural exchange were analyzed from these three aspects.The third part is the result and analysis of the classroom questioning behavior.This paper presents a two-way questionnaire for teachers and students from three aspects: the question format,the question content and the answer style,to understand the teachers and students of the International Cultural Exchange Institute on the views of online classroom questioning,as well as the consistency and differences between teachers’ actual questioning behavior and students’ needs,then,based on the results of the questionnaire,interviews were conducted with teachers and some students to obtain further reasons for the disagreement.Finally,according to the results of the questionnaire and the interview,the author sums up the cognitive differences between teachers and students in questioning behavior.The fourth section contains suggestions to the Chinese teachers’ online questioning behavior in the preparatory class.This paper puts forward the suggestion to optimize the online questioning behavior and the online classroom performance.