Investigation And Analysis On The Current Situation Of Effective Questioning Of Chinese Language Teaching In Qian Guo NO.3 Middle School

In the teaching activities,teachers will solve all kinds of questions for students. Teachers need to suppose questions in class. As for questions, they are the problems that can be solved through thinking and exploring by students. Besides, teachers can help with them. As a matter of fact, questioning in class is a traditional teaching method. It is used in language learning class by most of the teachers. Effective questioning can not only suppose questions, but also stimulate students’curiosity and thirst for knowledge. What’s more, it can develop students’ interest in learning. It’s also a good means of communication between teachers and students. In this case, to design a proper question is particularly important. There are all kinds of questions, good or bad. Good questions will inspire students to think and use their imagination. Then students will be interested in learning knowledge. Efficient questioning makes the classroom full of joy. At the same time, teachers can also fulfill the teaching goal in time. On the contrary, meaningless questioning is a waste of time. Especially in the junior middle school, questioning also has a variety of problems and shortcomings, such as deviation from teaching difficulties and key points, simple questioning design, outmoded questioning, etc.These pointless questions discourage the students’participation at last. So we teachers should take this problem into consideration seriously. We should make the questioning play a greater role in our teaching procedures. As a result, the analysis of the effective questioning is worth studying.Combined the author’s teaching experiences with relative theories, this paper analyzes the practicality of classroom questioning of Chinese teaching in Qianguo No.3 Middle School in order to summarize the current shortcomings and put forward proper suggestions about classroom questioning, making the classroom questioning more valuable and improving the quality of Chinese teaching. Qianguo No.3 Middle School is a key middle school with about 2400 students and 151 staff, among which 120 staff are teachers including 21 Chinese teachers. Taking Qianguo No.3 Middle School as the sample, this paper makes a comprehensive, systematic and profound research about classroom questioning through methods of questionnaire, face-to-face interview, case explanation and data analysis etc.First of all, the author discusses the purposes and meanings of this paper, the definition of some important concepts and related theories. Secondly, this paper investigates and analyzes the contents and forms of teachers’classroom questioning, enthusiasm and participation of students to answer questions. Through the investigation on the present situation of classroom questioning in Qianguo No.3 Middle School, this paper finds out the following problems:unreasonable questioning design, lack of innovation and arrangement, simple answers, etc. According to the above problems, the author analyzes the causes of these problems and finds that the problems of classroom questioning are related to two factors: teachers and students. Combined relevant theories with teaching practice, corresponding improvement suggestions are put forward:scientific and reasonable design, gradable questioning design, innovative questioning, appropriate and timely evaluation.The above research contents are the surveys and analyses of effectiveness of classroom questioning in Qianguo No.3 Middle School, which also provide some reference value for relative studies in other schools.