Analysis Of The Primary Spoken Chinese Questioning Strategies Of Classroom Teaching

As a an important link of spoken Chinese class-teaching, classroom questioning not only create a good language environment for teachers’ language teaching, but also has a positive effect on the students’ language acquisition.Starting from the meaning of the classroom questioning in the spoken Chinese class-teaching and taking the primary spoken Chinese class-teaching as the object of study, this article selects a series of representative primary spoken Chinese teaching cases, analyze these cases separately from the communicative questioning, attractive questioning, reasonable questioning, the rational use of teachers’ body language, teachers’ guidance and corrections, auxiliary use of teaching props and the game question method these seven aspects. In addition, this paper also analyses some basic principles and methods of primary spoken Chinese class-teaching, mainly the communicative principle, pronunciation-focused principle, gradual principle, encouraging principle and the diversity principle. Based on the combination of the cases analysis and the teaching theory, this paper attempts to put forward the teaching questioning strategies of the primary spoken Chinese class-teaching. In this paper, according to the order of before, during and after questioning, the questioning strategies can be divided into the question design, questioning methods and answer response these three parts, and each part is made up with several detailed strategies.The questioning strategies analysis of the primary spoken Chinese teaching is aimed at providing some inspiration and reference for the questioning link in the practical class-teaching, in order to optimize the spoken Chinese class-teaching.