A Study On Classroom Questioning In Primary School Chinese Reading Teaching From The Perspective Of Dialogue Teachin

The Chinese Curriculum Standards for Compulsory Education(2022 Edition)(hereinafter referred to as the "New Curriculum Standards")clearly puts forward in the curriculum objectives: "In the Chinese curriculum,students’ thinking ability,aesthetic creation,and cultural self-confidence are based on language use,and can be realized in the development of students’ individual language experience".It is not difficult to see that in the process of compulsory education teaching,more attention is paid to the development of "people",and more attention is paid to the formation of students’ individual language experience,which requires high-quality dialogue platform.Classroom questioning is the primary stage of dialogue,and only high-quality questioning can produce high-quality dialogue.However,there are still some deficiencies in the current classroom questioning of primary school Chinese reading teaching,such as too many false and empty questions,and the lack of depth in such forms as teacher-student dialogue and student student dialogue.How to better understand the spirit of dialogue teaching,and take it as a guide,so that classroom questions can better move towards dialogue,is an important and meaningful topic.This study first explores the relevant theories of dialogue teaching,and finds out the proper state of classroom questioning in primary school Chinese reading teaching from the perspective of dialogue teaching.Then,through classroom observation,the research is carried out by taking the classroom questioning of 15 regular Chinese reading classes in T Primary School as the research object.The research is carried out from 9 recording indicators,namely,the emotional reason and answer of teachers’ questions,whether teachers sincerely listen,question types,communication turn conversion,whether to promote the development of critical thinking,the transfer of voice power,the subject of evaluation,the way of waiting for answers,and feedback,Exploring the present situation of classroom questioning in primary school Chinese reading teaching is the real state.The survey results show that teachers can listen to each student to a large extent,but there is a phenomenon that the language is relatively cold and the students are interrupted;The proportion of problem types is relatively balanced,but there are closed problems with only forms,difficult to change communication rounds,poor use of open problems,and difficult to develop critical thinking;Teachers can ask questions for all students,but the form of voice transfer is single,and teachers are the main body of evaluation;Teachers can let students reread the text and answer after independent thinking,but they prefer to let students answer directly,rarely let students answer after cooperative discussion,and there are some meaningless questions.In order to make classroom questioning more dialogue oriented and give full play to the value of questioning,this research attempts to use dialogue teaching theory as a guide,and combine the real teaching fragments in classroom teaching as a demonstration,to propose the following strategies for classroom questioning in primary school Chinese reading teaching from the perspective of dialogue teaching: construct a loving questioning environment and create a democratic teaching atmosphere;Open up the perspective of classroom questioning and enrich the teaching methods of reading;Build a platform for trust questions and guide students to read actively;Pay attention to the generation of content and promote the depth of reading teaching;Give play to the positive function of evaluation and improve the quality of reading teaching.