A Study On The Skills Of Chinese Teachers' Teaching In Middle School

With the implementation of the new National Curriculum Standard and the scoreadjustment of Chinese in the College Entrance Examination, Chinese is becomingincreasingly important in the middle school teaching, which requires a higherstandard of Chinese teaching in middle schools. Based on the current self-orientedprinciple of independence and cooperative inquiry, the paper mainly makes aninvestigation and research on Chinese teacher’s questioning skills in Kunming No.11Middle School, aiming at improving teaching skills, qualities as well as students’study performance of the region.The paper starts by defining teaching skills and proposing the meaning andsignificance of questioning skill in classroom teaching. It then goes to elaborate thetheoretical basis, namely Teachers’ Professionalization Theory, Theory of PracticalKnowledge, Teaching Art Theory, and Educational Psychology. Furthermore, thepaper makes an investigation on the general situation and the questioning of Chineseclasses in Kunming No.11Middle School, and draws a conclusion from the surveyand data analysis. It finally analyzes the status quo of teachers’ questioning skillsbased on the author’s visits to the junior and senior middles school classes.On the basis of the survey and the class visits, the paper summarizes problemsexist in the class questioning in Kunming No.11Middle School, and goes further topropose some solutions, including the timing and role of presupposed questioning, thetiming of spontaneous questioning, and how to deal with students’ spontaneousquestions.Finally, in order to fully realize the value of class questioning, the paper probesinto the specific ways of motivating students to answer questions, and gives somesuggestions on the practical application of class questioning.