A Study Of Question - Based Teaching In Junior Middle School

“Questioning”,the teaching of question is one of the basic teaching method inChinese classroom, it’s a kind of teaching trick, even it’s a kind of art. If this art isproperly used, on the way, it can light the teachers’ enthusiasm, another ways, it canalso tap intellectual resources of students. If the teacher asks the questions well andthe students’ answers are high effective, this state of class can arouse the teachingproficiency of Chinese classes as far as possible.But, since the regulation of the target of new course, the teaching of question hashad many different problems in Junior Middle School’s Chinese classroom instructionthrough the investigation of students and the class’s register. For example, manyinvalid questions of teachers flood the classroom instruction. The way that teachersput questions to students always is stereotype.“Telling”teaching’ model. Large ofquestions lack of opening and the answers always are unique. The time that teachersgive the students to answer the questions always is very short. The status that teachersput questions to students is always unjust. Even some teachers haven’t valuation afterstudents answer the teacher’s questions, or the valuation of teacher always is obscure.Those problems of the Chinese classroom will put a brake on artistic-techniques ofthe questions that teachers, it will reduce the Chinese classroom’s effectiveness.This thesis is aimed at the present situation of the Chinese teaching of question injunior middle school, according to my teaching internship experience, through fourparts to inquire to the teaching of question: The first chapter is introduction,expounding the origin of research, the extensiveness of teaching problem decide.Firstly, the thesis should explain two important conceptions about “Question” and“Classroom question”, then discussing the important sense that the teaching ofquestions as the latent resources will improve the Chinese teaching’s effectiveness.The second chapter, through the survey and the way of visiting classes to explain thestatue of Chinese classroom teaching, then summarying the present issues of teachingproblem. The third chapter, from the two points of view that the teacher and along-term Chinese teaching has had inertia, to explain the reasons about present teaching problem of Chinese classroom, it can improve some sources about validitytactics in chapter four. The fourth chapter search for some tactics that the Chineseteachers of Junior middle school improve the effectiveness of classroom questioning,to arouse the classroom questioning’s proficiency, then improve the Chineseclassroom efficiency in Junior middle school.The classroom questioning as a potential resources of Chinese classroom. If itcan be used properly, it can develop students’ proficiency, train students’ enterprisingspirit, and optimize the teaching effect, at the same time, it also put forward higherrequisition to the teaching of teachers, so, the teachers should continual perfectoneself, it has very important sense in present educative reform.