Problems And Countermeasures Study Of Chinese Teachers’ Classroom Questioning In Primary School

Classroom questioning is the bridge of teachers and students as an important means of teaching. Asking questions is becoming a necessary teaching skill for the elementary school language classroom. It also leads the students to digging new problems, analyzing problems and solving new problems, finally completing self-building of the orderly process of knowledge. Asking questions can guide the students’ autonomous learning,cultivate the students’ thinking ability and improve the quality of teaching. Questions in the elementary school language classroom teaching plays an important role. But there are some problems in the actual classroom teaching, reducing the teacher’s classroom teaching level. Therefore, the author have observed, recorded and analyzed the actual situation of primary school Chinese teachers classroom questioning and have carried on the classification to the problems in classroom questioning. And then, the author analyze the cause of the problems, and put forward the strategies to solve the problems. The hope it can help the Chinese teachers of elementary school improve the teaching quality.This thesis is divided into four parts:The first part is the introduction. It is divided into five sections: the causes and the problems, the research significance, the classroom questioning of the related research both at home and abroad, definition, research train of thought. However,questions of teaching research has a long history and research field is very broad. This article selects the function of the questions, the types, strategies, trying to provide the main thread of the article.The second part is the research design. It mainly elaborates the four aspects, including the research object, research methods, research contents and research process,to provide a basis for the writing of this paper.The third part is the analysis of problems and causes in Chinese teachers’ classroom questioning,which is divided into two sections.(1) Through the real class observation, the author sorted the data and found the problems existing in the primary school Chinese teachers’ classroom questioning, this section mainly included four aspects : asking questions, waiting for the answer, calling students to answer, answering to state the problem.(2)This section analyzed the causes of the problem from teacher’s subjective aspect and objective aspect.The fourth part put forward strategies to improving Chinese teachers’ classroom questioning in the primary school. It’s divided into five sections:(1) The teacher made sufficient preparations before class, who designed questions from teaching goal and students’ actuality.(2)To improve teachers’ basic classroom questioning skills, it can state from four aspects: asking questions skills, waiting for the answer skills, calling students to answer skills, answering to state the problem questioning skills.(3) Teachers should reflect on classroom questioning in time.(4) It should strengthen the special training of teachers’ classroom questioning, mainly from the link of training content and classroom questioning, strengthening the special training of teachers’ classroom questioning skills.(5)This paper should pay attention to the practice of teachers’ classroom questioning, it includes organization classroom questioning and developing the exchange column of classroom questioning.