Advanced Comprehensive Course Classroom Questioning Skills To Explore The Chinese As A Foreign Language

Teachers’ classroom questioning is one of the most common, the most important teaching means, ask questions directly related to the quality of classroom teaching effect. But at present domestic studies of Chinese advanced comprehensive course classroom questioning is less, especially in practice there are still many problems, such as teachers’ understanding of the theory of classroom questioning, the problem of class default inadequate, the lack of specific evaluation feedback to the student, easy to overlook students take the initiative to ask questions, etc. Comprehensive course in senior Chinese classroom teaching, the question should be able to reflect a moderately high illuminating, strong pertinence, openness and diversity and integrity of the characteristics of the general classroom questioning, questions at the same time should also give full play to mobilize students’ learning, students are encouraged to participate in classroom interaction, improve the students’ language communication ability, promote the emotional communication between teachers and students, teaching feedback information, and other functions. In preparation before class, the preset advanced comprehensive course teachers should be ahead of time problem, optimize classroom questioning; In lectures, advanced comprehensive course teachers should control question rhythm, encourage students to ask questions, and refining the classroom feedback, these questions from optimization strategies can help foreign language teachers to establish and improve the classroom questioning skills and improve the efficiency of classroom teaching of Chinese as a foreign language, for the Chinese as a foreign language classroom teaching provide certain reference on the way.