Research On The Evaluation Tool Of Classroom Questioning About Chinese Teachers In Primary School

Classroom questioning is an important measure for the teacher to realize the status of students’ preparation for study and inspect the study result of the students.It is also an important method for the teacher to inspire and keep student’s study motivate. Therefore, the quality of classroom questioning not only directly affects the effect of classroom teaching, also has an important role in cultivating students’ critical thinking and achieving teaching objectives of an important measure. Classroom questioning quality evaluation tools has important theoretical and practical significance in improving the quality of classroom teaching, and teaching management can promote the development of teachers’ teaching ability.The purpose of this study is to develop an effective evaluation tool for primary school Chinese classroom questioning. On the basis of literature, the actual classroom observation and theoretical study, according to the characteristics of primary school Chinese classroom questioning. The thesis systematically combing the previous relevant research results, the thesis designs the two primary school Chinese classroom questioning evaluation tools, “the evaluation of primary school Chinese classroom questioning observation analysis table "and assign weight of “the primary school teachers of Chinese language classroom questioning evaluation form". Through the usage of two kinds of evaluation tools in real primary school language classroom,inspecting the effectiveness of evaluation tools.This thesis consists of five chapters. The first chapter introduces the background and the significance of the topic, and discusses the methods and processes of the development of the two evaluation tools. The second chapter introduces two evaluation tools’ theoretical basis and method basis, including the core concepts of the definition, classroom questioning evaluation tool characteristics and the theory basis and method basis of classroom questions evaluation tools. The third chapter describes the development process of the primary school Chinese classroom questioning of the observation and evaluation of parsing table. It introduces the basic steps of the primary school Chinese classroom questioning of the concept test evaluation analysis table development and mainly from the aspects of research approach, data collection,data processing and results. The fourth chapter introduces the development process of the evaluation form of classroom questions of Chinese teachers in primary schools.On the basis of predecessors on the classroom questioning the evaluation criteria, the evaluation index and rank and assignment of the sorting operation method "is developed by the method of weight of" primary school Chinese teachers’ classroom questioning evaluation form "tool. The analysis of "primary school classroom questioning observation evaluation scale" and "the weight of primary school Chinese teachers classroom questioning evaluation form" are in the fifth chapter. Through evaluating the actual classroom questioning by using two evaluation tools, the thesis tries further evaluation of the effectiveness of inspection tools with the help of expert teacher’s guidance and communication. In the end we’ll introspect on the rationalizations and shortcomings, hoping to provide help for future research.