The Questioning Strategy For Chinese Class In The Elementary School

The comparative study between novice and proficient teachers is one of the study methods in teacher development research. Though researchers have got certain achievement in this field, little has been applied appropriately into teacher training. The reason is that an important stage when novice teachers become expert teachers, namely the proficient teacher stage, doesn't get enough attention. Proficient teachers were once novice teachers, and they are the solid foundation of today's teaching faculty, accounting for the lion's share. Thus comparison research that carried on between novice and expert teachers is not enough, the research between the novice and proficient teachers is an important supplement. We have to compare novice and proficient teachers to learn the differences and help them grow up to expert teacher. Furthermore, one of the most outstanding indicators of teaching level or teaching effect is the questioning strategy used in classes. So, this study will get start from the differences of questioning strategy used by novice and proficient teachers in Chinese classes in primary schools, and try to provide useful advice for teacher training to help teachers mature more quickly, it's an effective way to improve teacher professional development.This research induces the main factor of the strategy usage based on present condition analysis and the survey of local primary school Chinese teacher's questionings, sums up the past research conclusions, then draws up a classroom observation quantity form to carry on the substantial evidence research in the primary school. Through the observation and records in two types of teachers' classes, the author acquires useful conclusions making use of statistics method and relevant education and psychology theories. The expectation is the optimization strategies acquired form this exploration will benefit teachers at the front line and promote teacher profession development and maturity.