Exploring The Optimization Strategy Of Middle School Chinese Classroom Questions In The Context Of The New Curriculum

As a necessary link of the classroom teaching activities,raising questions plays a decisive role for the teaching effects of a class.The merits of problem design and the effect of classroom questioning are directly related to the teaching effect of a lesson."Compulsory Education Chinese Curriculum Standards(2011 Edition)" clearly points out that students are the main part of language learning,teacher is the organizer and guider for learning activities,and the teaching of Chinese language should be conducted in the process of the equal dialogue between teacher and students".The dialogue between teacher and students can not only make the dialogue among students better,but also make the dialogue between students and the text easier.However,in the current teaching practice of our middle school class,as an effective way for dialogue between teacher and students,there are still many problems for classroom questioning.Therefore,it is of great importance to study the optimization strategy of raising questions in class of middle school.In the first chapter,the paper summarizes the relevant literatures about classroom questioning at home and abroad.It mainly include three parts which are the review of classroom questioning concept,the summary of classroom questioning types and the overview of classroom optimization strategies.In the second chapter,the present situation of the middle school Chinese classroom questioning is analyzed.Taken the Experimental School of Guangming New District in Shenzhen as an example,the problems existing in classroom questioning are summarized.It consist of six problems such as frequently questioning,obscure problem designing and so on.In order to solve these problems,the factors that affect the classroom questioning are explored by questionnaire and classroom record.It is found that the influencing factors are mainly three aspects:the individual teachers,the students' individual and the problem itself.In the third chapter,the author discusses the significance of optimizing the Chinese classroom questioning in the background of the new curriculum.On the one hand,it can not only update the teaching concept of teachers,but also enrich the teachers'professional knowledge.Meanwhile,the professional ability of teachers can also be improved accordingly.On the other hand,a solid bridge between students and Chinese language knowledge will be built.It could guide students to reach the palace of language literacy and language wisdom.As the result,the students' language core literacy can be cultivated little by little.On the basis of the first three chapters,the paper puts forward the optimization strategies of middle school Chinese classroom questioning in the background of the new curriculum in the fourth chapter.It includes two aspects:one is the optimization of the problem design,the other one is the optimization of the questioning effect.As to the optimization of the problem design,the paper mainly begin from four aspects to analyze which are optimizing the questioning point,optimizing the problem structure,optimizing the questioning way and the principle of the problem presupposition.As to the optimization of the questioning effect,the corresponding optimization strategies are put forward according to the three period of questioning to achieve its best result.And the integrated optimization from the horizontal time and the vertical point is where the paper's innovation is.In the course of the study,the paper mainly adopted the literature research method,the case analysis method and the investigation research method.On the basis of previous studies,further research was took.We hope that it can provide some reference information for classroom questioning to play its role for teachers and students.