Research On The Art Of Making Detailed Inquiry In Chinese Class Of Junior Middle School

In the field of education,questions have existed since the beginning of teaching.It can be traced back to Confucius’ s “Heuristic teaching” in the spring and Autumn period and Warring States period and Socrates’ s “Midwifery” in the ancient Greek period.The research and practice of classroom questioning has always been the focus of scholars and teachers.With the rise of the concept of problem teaching and dialogue teaching after the new curriculum reform,“making a detailed inquiry”,as a kind of expression and extension of questioning,has gradually entered the field of vision of scholars and teachers,it provides a new way of thinking and method for effective interaction in class.It is of positive and practical significance to study “classroom questioning”.First,through to the classroom inquiry to carry on the theory research,may make up the classroom inquiry the theory insufficiency to a certain extent.Secondly,through the study of classroom inquiry teaching practice,we can sum up the methods to improve classroom inquiry,promote the development of classroom teaching,promote the long-term development of students’ feelings and thinking.By exploring the relationship between questioning and questioning and dialogue,this thesis makes it clear that questioning is a probing question based on the students’ answers after the teacher has raised the question,and it is an in-depth discussion of the main question,as a teaching art,questioning can promote students’ understanding and develop students’ thinking ability,which requires teachers to have certain teaching skills and teaching wit.Classroom questioning is devoted to the development of students’ Chinese thinking,which is based on the theories of constructivist learning theory,situational cognitive theory and teaching tact theory.The student-centered,student-focused experience advocated in these theories,the author maintains that teachers should make creative activities with educational significance through their wit in specific situations,which provides theoretical basis and guidance for classroom questioning teaching art.Based on the questionnaire and classroom observation,combined with students’ feedback and teachers’ classroom behavior,this thesis analyzes the status quo,problems and reasons of Chinese classroom questioning in junior middle school.Based on the current junior middle school Chinese classroom questioning,there are some problems,such as formalism,lack of interaction,multi-low-level questioning,single questioning object,short waiting time,etc.Combining with the teaching cases,this thesis emphatically probes into the tactics of questioning teaching art in Chinese class of junior middle school from the operational level.Effective classroom questioning requires teachers to focus on students’ learning,and to accurately orient the direction of questioning according to teaching objectives,students’ thinking level,divergent main questions and text characteristics.At the same time,teachers need to focus on the classroom reality,establish the sense of inquiry,enrich the expression form of inquiry,with the situation for students to create a good inquiry environment.In addition,the art of inquiry teaching requires teachers to have certain teaching wisdom.According to the different situations of students’ answers,students should be asked questions intelligently to help students master the learning content and promote the development of students’ thinking.In order to test the validity of the method,this thesis takes "the market in the sky" as an example,carries on the classroom teaching practice of the questioning teaching art strategy,and carries on the analysis and reflection to the teaching questioning of this class,in this way,it can expose the shortcomings and problems to be discussed.The practice of questioning teaching art in Chinese class needs to have more solid knowledge and skills,and it is also the embodiment of teachers’ inner self-cultivation and teaching wisdom,in fact,teachers need to try more in teaching theory and teaching practice,and expect the correction and improvement of the majority of education colleagues.