| “Teachers’ professional development” has been the hot topic of education,on the subject of the study also gradually deepening,the comparison of “expert teachers-novice teachers” research is an important part of them.And questioning is an important part of the class,also is the compulsory subject of teachers’ professional skills.Therefore,this article takes “the comparative study of the middle school Chinese expert teachers and novice teachers classroom questioning “as the research subject.Main work of this study: taking the middle school Chinese novice teachers and expert teachers as the research object.According to the questioning process,the "questioning" is subdivided into three aspects: designing the question,asking the question,dealing with answers.Launched the following research work: analyzing the basis of domestic and foreign relevant "questioning" and "teachers’ comparing" research results;Based on the results of theoretical study and combining the reality of middle school Chinese teaching,formulating relevant classroom observation form and the interview outline,observing the classroom,make statistics and quantitative analysis;At the same time,making qualitative analysis of the classroom activity of the subject matter and the randomly selected two classes of teacher’s class;Sorting the results,inductive research results.Based on the above research,getting the following conclusion:In the aspect of "designing".Expert Chinese teachers have less questions,giving fully time to students thinking,and the structure of question type is reasonable,the knowing of learning is sufficient,the question has clear logic "chain".Novice Chinese teachers,by contrast,often have a large number of low cognitive level questions.The reason is that they want to make the classroom process smoothly,novice Chinese teacher is not able to correctly grasp the learning,the problem of structure design is messy.In terms of "asking".The statement of expert Chinese teachers is more clear,and expert Chinese teachers’ statement has Chinese flavor and personal characteristics.Novice Chinese teachers’ statement is not clear,sometimes,students confused to teacher issues;On the choice of object,expert Chinese teachers pay attention to wide range and fairness,and they can choose the suitable students to answer questions according to different purposes.Novice Chinese teachers often ask the students who are good at studying and in the middle,front row position;On the interaction pattern of question,expert Chinese teachers and novice Chinese teachers do not like using "students to teachers" and "students to students" interactive mode.In the relation between presupposition and generation,expert Chinese teachers leave a lot of time and space to students.Novice Chinese teachers are different,they give little time to students.In terms of "waiting and dealing with answers ".Expert Chinese teachers like to giving students longer time to thinking,in order to promote the students’ thinking and problem feedback.Novice Chinese teachers waiting shorter time comparing to expert Chinese teachers,students’ have less time thinking and making his answers more perfect;In the aspect of “dealing with answers”,expert Chinese teachers pay attention to all aspects of answer,including the content,the way of thinking and habits of answer.Novice Chinese teachers only focus on the content of answer.Comparing to novice Chinese teacher,expert Chinese teachers have its own "unique" skills.The skills are worthy of referring and learning for novice Chinese teachers.After sorting,inducting and analyzing of two types of teachers’ differences in questioning.From the design,implementation,and waiting answering,the author put forward some suggestions for novice Chinese teachers to learning. |
