The Primary Segment Language Classroom Questioning Strategies

Setting questions is the most commonly used method of teaching and has beenstudied and researched on for a long time.With the progress of time and thedevelopment of Education, the question research centered on ‘effectivequestioning’.After the1990s, effective teaching and effective questioning served as adirection of research into the vision of ourcountry researchers,being increasinglyconcerned.At present,this field is still in the research stage with space for furtherexpansion(research). This paper attempts to analyze the case of the upper primarylanguage segment class, classroom effective questioning strategies, effectivequestioning paradigm, to improve the quality of teachers’ classroom questioning,improve classroom efficiency, and to promote the professional development ofteachers to help students improve their language literacy.This article mainly consists of the following parts:1) The introductory part: Put forward the significance of the topic of this paper,introduces the concept of definition and literature review.2)Analysis of setting questions status quo:The concentrated expression: toomuch for the questions, the questions are too easy, too difficult questions, questionsstiff. Questions like these class of poor quality directly affect classroom efficiencyand student learning. The new curriculum ideas and new curriculum to improveclassroom effectiveness and classroom questioning need validity of some attentionand requirements.3) Briefly describes the cognitive level of Bloom education target classificationand primary school language class reading, Students type question and classroom.4) Analyzes the characteristics of the primary segment language teachingmaterials. Focus from the primary language lesson, unit structure and high segmentcurriculum goals.5) Analysis of intensive reading text questions the cognitive level, intensivereading texts questioning strategie. 6) Analysis skimming text questions the cognitive level, skimming the textquestioning strategies.7) Analysis Readings text questions the cognitive level of proposed Readingstexts questioning strategies.8) Epilogue/Conclusion: The innovation of this dissertation content summary,lack of research/short of study.