Study On The Present Situation Of Teachers’ Questioning Behavior In Primary Comprehensive Chinese Course

The implementation of the strategic vision of connectivity in the five areas of One Belt And One Road is based on language exchange.The cultivation of Chinese talent has become the core task of “language paving”,and the “enthusiasm in learning Chinese” is heating up again.Xinjiang as the core area of The Belt and Road,has become a hot area from the neighboring countries of Middle Asia students studying abroad,shouldering the cultivating talents of Chinese.Comprehensive Chinese course is a main course of teaching Chinese as a foreign language,it is necessary in language knowledge,cultural background knowledge,language skills and communication skills teaching as a whole,specialized teaching materials and teaching methods,class capacity is relatively large.In the Primary stage of Chinese learning of Central Asian students on Chinese language knowledge,language skills and cultural knowledge are poorly understood,Primary Comprehensive Chinese course is the core of them lay a solid language foundation,forming proficient language skills.Interaction between teachers and students is the main component of classroom teaching,and question answering is the most commonly used mode of interaction.Teachers can improve classroom questioning students enthusiasm,stimulate interest in learning,to focus the attention of students,develop their thinking and consideration of classroom learning,classroom teaching is an important part of the indispensable.Teachers’ effective questioning can make classroom communication more harmonious and efficient.At the same time,it can also exert a subtle influence on students’ guidance of learning strategies.This paper mainly adopts the literature method,observation method,questionnaire survey method,interview method and investigation on the status of the primary comprehensive Chinese course teachers’ classroom questioning of X University in Xinjiang,found by analysis of classroom questioning the existing problems,and puts forward corresponding solutions and suggestions,and provide the reference for elementary Chinese comprehensive course teaching and teachers the researchers.This paper is divided into six chapters:Chapter One Introduction: This chapter includes the question put forward,the research status at home and abroad,and the significance and purpose of the study.Chapter Two The investigation and analysis of the current situation of teacher questioning behavior: This chapter through the observation method,questionnaire survey method and interview method to study the status of primary Chinese integrated course.Use observation tools to enter the classroom,observe the teacher’s questioning behavior,and analyze.In order to make up for the shortage of classroom observation,questionnaires were sent to teachers and students,and interviews with some teachers and students were carried out.Chapter Three Teachers’ questioning problems: On the basis of classroom observation,combined with teachers’ and students’ questionnaire found that teachers’ classroom questioning problems: The teacher’s teaching design is not sufficient,not for all;The question type is single,the difficulty level can’t be grasped rightly;It is called a lack of equality to encourage students to ask questions;Feedback mode is single,lack of motivational and enlightening.Chapter Four Improve the comprehensive class of Primary Chinese questioning :The effectiveness of the proposed design questions,stimulate students’ enthusiasm;Using i+1 model,improve the cognitive level of students;Encourage students to ask questions,to cultivate students’ communicative ability;Strengthen the effectiveness of feedback,enhance students’ self-confidence;Improve the teachers’ awareness of self reflection and promotion the high level of classroom questioning.Chapter Five The Conclusion and Prospect: Summarizing the research content of this paper,pointing out the innovation point and the deficiency of the research,and looking forward to the future work direction.