The Effectiveness Research Of Rural High School Chinese Classroom Questioning

As a widely used teaching method in classroom teaching, questioning plays a significantrole in teaching. The status and role of classroom questioning displays not only in theteachers’ use of high frequency, but also in attracting students’ attention, inspiring students’thinking, stimulating their imagination, encouraging students’ participation, thus in the orderlyteaching process and interesting teaching context, to complete the task of teaching and makestudents get development. Degama has proposed such a view: the question well is to teachwell. So, what is the current situation of classroom questioning? What kind of questioning iseffective questioning? And what to do to maximize the effectiveness of ClassroomQuestioning? This paper will research on questioning of rural high school Chinese classroom.I hope the study of this problem can improve the ability of my individual teaching, at thesame time, help the majority of rural Chinese teachers correctly understand classroomquestioning, scientifically use questioning skills, and realize the effectiveness of classroomquestioning.Guided by the theory of pedagogy and psychology, on the basis of analyzing the currentsituation of rural high school Chinese classroom questioning, the paper discusses theeffectiveness of classroom questioning, and proposes the corresponding strategies,respectively discusses from the effective presupposition of classroom questioning, theeffective implementation of classroom questioning, and the effective reflection of classroomquestioning those three aspects in detail. The main content of this thesis has three points. Thefirst point is theoretical research on effective questioning of Chinese classroom. With the aidof effective teaching theory, the concept of effective questioning is put forward. Based on thepedagogy and psychology theory, the paper reflects on the effectiveness of classroomquestioning. The paper absorbs nutrition through combing the research status on classroomquestioning at home and abroad. In short, this part is looking forward to finding supportpoints for the effective questioning of Chinese classroom in theory. Second, based on ruralhigh school Chinese classroom teaching practice, the paper analyzes the current situation of questioning, affirms achievements, certainly also points out problems, for examples,questioning is shallow, questioning is too difficult, there are large number of questions,teachers control the answer, question objects are unreasonable, teachers’ evaluation is notreasonable, the time waiting for students’ answers is short, and so on. Only recognizing thoseproblems, the research can be targeted, and suit the remedy to the case. On this basis, thepaper points out that the rural teachers should change teaching ideas. Third, the paperexplores strategies of rural high school Chinese classroom effective questions, divided intoeffective presupposition, effective implementation, and effective reflection.The key issue of this paper is that based on research of theories related to effectiveclassroom questioning, the paper analyzes the current situation of rural high school Chineseclassroom questioning, and then explore the effective questioning strategies of rural highschool Chinese classroom teaching. Special features and innovation of the paper is that thetopic is realistic, and correspond with practice of rural high school Chinese teaching; in termsof content, the paper points out that teachers need to change teaching ideas, that teachersshould also make guidance even though the students give correct answers, that teachersshould pay attention to effective reflection of classroom questioning and put reflection intothe research of classroom effective questioning.