A Study Of Middle School Chinese Classroom Questioning From The Perspective Of Reception Aesthetics

Classroom questioning as an important means of teaching and an organic part of teaching activities, the validity of it affect the quality and efficiency of classroom teaching directly.Therefore, classroom questioning has always been a research hot spot. Actually, classroom questioning should be a complete chain, including "who ask questions"- "ask what questions”- "how to ask questions" three links. However, the current language classroom research is more inclined to ignore the first two stages, tacitly approving that teacher is the subject of classroom questioning and directly to discuss "how to ask questions of teachers", "the wisdom of the teacher’s questioning", "the effectiveness of the teacher to ask questions”, etc. The author thinks that,every links of the chain of the classroom questioning is closely linked, every links’ way of link and link efficiency would be to have a great impact on the implementation of classroom questioning. It is also of great significance and value to study that "who ask questions"- "ask what questions”.To make classroom questioning---the complete chain fully functioning, we also need to study teaching elements in the three links, namely, how to combine the text、teachers and students for optimum combination in the classroom questioning, highlighting its value. Thus, to break through the original way of Chinese classroom questioning, there must be a new research angle of view, to construct an effective idea and pattern of asking questions. So, to set the language classroom questioning in the perspective of the reception aesthetics to explore.This study aimed at understanding the secondary school Chinese teachers and students in the classroom questioning by collecting teaching case and questionnaire survey method.Under the perspective of reception aesthetics to analyze the current classroom questioning in Chinese language teaching,found that the classroom questioning can not exert students’ subject "readers" effectiveness, cannot satisfy the students’ individual expectation, also can’t satisfy the teaching material richness and openness of the text significance.So it calls for the introduction of reception aesthetics to carries on the practice of classroom questioning. In order to improve the present situation of classroom questioning. There are some solutions:Try to respect the teachers and students’ the reader identity in classroom questioning, give full play to the subjectivity of both; The design of classroom questioning based on the student’s individual expectation, stimulate students’ interest in learning; From text margin setting problem, guides the student to dig deeper into the text of rich connotation, etc.However, because reception aesthetics is a kind of literary theory,it is not specifically for Chinese education. so when it used in the Chinese language classroom questioning, there will be a theory and theory of practice biased understanding deviation, the classroom questioning of secondary school students’ reading from the text, false quiz dialogue between teachers and students, the teacher is not as mutation phenomenon. For using the reception aesthetics scientifically to guide classroom questioning behavior, we must have aware of the Scope of application of reception aesthetics and use it in the Chinese language classroom questioning, to grasp the classroom questioning the text reading " bounded" principle, to strengthen the instruction of teachers to students, trying to build multivariate rather messy classroom questioning scene, to improve the effectiveness of the secondary school language classroom questioning.