The Investigation Into The Pupils’Chinese-classroom Questioning Situation In The Urban Elementary School

The cultivation of students’creative thinking ability has become one of the main goals of school education in china. Creating comes from the problem. It is often more important to put forward a problem than the analysis and solution to the problem. It’s very important for the future of learning and the cultivation of creativity power to improve questioning ability, especially for the curious children. Primary Chinese discipline has the unshakable basic status, and compared with others, which has the features of learnability, so the purpose of this study is to investigate current situation of pupils’ Chinese-classroom questioning, analyze influence factors and propose suggestions.This research mainly uses the document analysis method, questionnaire survey method, observation method and statistical analysis method. The results show that when students do not understand the problems encountered in the Chinese class, very few students can ask questions to the teacher at once. Students who can raise questions are relatively concentrated. There is on significant differences in these two kinds of preferences about "the teacher asks students to answer " and "the students ask the teacher to answer"According to the analysis of the survey results, factors that affect the students-questioning include:classroom atmosphere, time which is reserved for questions from students, the guidance of questioning methods from Chinese teachers, teachers’ opinions and feedback for the questions from students, the ability of expressing problems, the question consciousness of the students, students’ own psychological factors, the content of Chinese studying, family atmosphere and so on.On the basis of the survey and document analysis, the author finally proposes the recommendations to improve the situation of students-questioning. It includes the aspect of school: optimization of Chinese-classroom teaching evaluation, implement of students’questioning. The teacher:building equal and harmonious classroom atmosphere, changing the backward ideas and building a good platform, improving the guidance, feedback and evaluation for students, paying attention to the weak in the students-questioning. The family: giving the child a democratic home and lighting the flame of creativity. The text:realizing diversification of text and genre.