A Study On The Effectiveness Of Chinese Classroom Questioning In Senior Middle School In Ordos City

Education reform is the first to change the concept of education,the traditional concept of education has been broken,the new students as the main body of educational philosophy has been widely recognized.Under such educational idea,it is very important to encourage students to take the initiative to think and express their opinions.In particular,language teaching,language as a language c lass,not only to inspire students to read and write,but also to stimulate the ab ility of students to say,that is,the language of the reaction ability and creativity.This ability is not obtained through the infusion of education,and the need for language teachers through a number of inspiring teaching methods to mobilize the initiative and enthus iasm of students,to stimulate students' language creativity.Among them,classroom questioning is an important teaching method that can't be ignored in Chinese classroom and the key part of Chinese language teaching.High school language curriculum content,how to make full use of limited class,both to complete the teaching c ontents,and to give consideration to improve the Chinese learning interest,training students' language application ability and creation ability.This requires Chinese teachers to improve the effectiveness of Chinese classroom teaching,and to improve the effectiveness of classroom questioning,is to enhance the effectiveness of classroom teaching is one of the key.This paper is divided into five parts,the first part is the introduction part,this part illustrates the paper selected topic basis,namely under the background of education reform,change education idea,to mobilize students' learning initiative.Then,to clarify the theoretical and practical significance of the topic research.Then,select the effectiveness of classroom questioning and senior high school language classroom questioning the effectiveness of the representative research achievements at home and abroad are analyzed.And then,points out the theory basis of this study and the connotation of the core concepts.Finally,summarizes the research methods used in this paper.In the second part,first of all to ordos city first middle school,high school Chinese teaching situation are briefly introduced.Then,the ordos city first middle school,high school language classroom questioning of class example was studied with questionnaire survey,and summarized and analyzed the result of the investigation,can clearly draw some existing problems and the insufficiency,it will be done for lead below ground.In the third part,first of all,based on the ordos city first middle school language classroom questioning survey results,describes the ordos city first middle school,high school language classroom questioning the implementation present situation,analyzes the ordos city first middle school,high school language c lassroom teaching problems of questions,such as teachers proposed problem,lack of hierarchy and consistency and less interactio n between teachers and students,etc.Then conducted more in-depth mining,the problem of ordos city have been explored the reason of the problems existed in the first middle school,high school language classroom questioning,the teacher education idea backwardness,energy limited and examination evaluation way behind.In the fourth part,according to the ordos city first middle school language classroom questioning the reality of the problems and the basic theory,put forward the effective strategies of asking questions.The changing education idea,improve the quality of the problem,control the rhythm of classroom and train the students' ability to ask.The fifth part is epilogue part.The main conclusions of this part in view of the full text has carried on the who le,and further summarizes and puts forward the measures and prospect of the future optimization,in order to high school Chinese classroom questioning way effectiveness research provide reference of theory and practice.