Effective Language Teaching Questions To Explore

Educational psychology assumes that students' thinking usually starts from teachers' questions. Efficient questions raised by teachers in class can not only mobilize students' enthusiasm for learning but inspire their creative thinking, and help them develop. However, after an overview of the current classroom teaching, you can find a large number of cases concerning inefficient or low-efficiency questions put forth by teachers. An American expert in teaching methods once said:"Teachers' teaching efficiency can be reflected from the nature of their questions and the way in which they put forward their questions. If teachers of primary and middle schools can not master the art of question-raising, then they can not get fruitful results in teaching. "This thesis intends, through an exploration of efficient question-raising in classroom teaching of Chinese, to offer some valuable advice both in theory and practice to teachers of Chinese, inspire and guide the current teaching of Chinese and be some help to the new curriculum reform of Chinese teaching. Lastly, the author attempts to do her part in moving forward the teaching of Chinese.This thesis will be divided into four parts to explore efficient question-raising in classroom teaching of Chinese.The first part will point out the theoretical framework on which efficient question-raising bases and define some key terms about efficient question-raising, and it will elaborate on efficient question-raising and point out the value of efficient question-raising in classroom teaching of Chinese, thus, the significance of the study is ascertained.The second part will focus on the characteristics of efficient question-raising:1. Questions are clear so that students will not stray from the point.2. Questions are specific, coherent and well-structured in order to guide students to think deeper and deeper.3. Questions are significant and can inspire students to get deeper in understanding.4. Questions are timely and focused.The third part will, through surveys and questionnaires, analyze the current situations of question-raising in classroom teaching of Chinese, and generalize it as follows:1. Questions are aimless.2. Questions are unrestrained.3. Questions are shallow.4. Questions are closed and inflexible.The fourth part will, based on case study, elaborate on the strategies of efficient question-raising from five respects.1. Efficient question-raising should be well-aimed. 2. Efficient question-raising should be suited and inspiring.3. Efficient questions should be put forward in a flexible, fresh and artistic way.4. Efficient question-raising should be timely and effective.5. Efficient questions should be put forward according to different stylistic features, discussing efficient question-raising in narratives, argumentatives, expositions, prose and poetry.