Study On The Effectiveness Of Questioning In Junior Middle School Chinese Classroom

Questioning in class can make students understand the text more deeply and think actively,so as to improve their logical thinking ability and teaching efficiency.At the same time,effective and ineffective classroom questions related to the completion of teaching quality,related to the level of teaching efficiency.Therefore,effective questioning in class is of great significance to teaching.Effective questioning is a mainstream teaching method in the process of Chinese classroom teaching.The unity of instrumentality and humanism is the basic feature of language curriculum.Language classes should cultivate students to actively carry out language practice,launch contacts,analyze,compare,induce and infer,and develop thinking ability;to feel,understand and distinguish right and wrong of problems,and the curvature of emotions,so effective questioning in class is undoubtedly the key teaching method.The main content of this thesis is the validity of Chinese classroom questioning in junior middle school,and the main method is questionnaire survey.In this process,we find that there are many unreasonable questions in junior middle school Chinese classroom:for example,in question design:neglecting students’ main body status,teachers’ insufficiency and questions’ design without emphasis;in question implementation:single question form,improper question timing and few questions from students;in questiion feedback stage:simple and general evaluation method and so on.Through the analysis,this thesis attributes the above phenomenon to the teacher and the student two stratification planes,then explores the strategy to promote the junior middle school Chinese classroom question validity.The research on the validity of questioning in Chinese classroom in junior middle school aims at improving the efficiency of Chinese classroom teaching in junior middle school.