Survey And Research On Classroom Questioning Of New Chinese Teachers In Tajikistan

In teaching Chinese as a foreign language,teachers should play the leading role.They are supposed to guide the classroom activities with effective questions,inspire learners to think,and make their teaching effective.Comprehensive course is a course that integrates language knowledge,necessary language and cultural background knowledge,language skills and communicative skills teaching.Among teachers,new Chinese teachers have a special identity.They are not only the new force in this field,but also the learners of high-level teaching work.They are faced with students with local ethnic cultural characteristics,therefore they need not only have rich knowledge and skills reserve,but also understand the local cultural background knowledge.Teachers have the responsibility and obligation to stimulate students' learning motivation.This paper,with natural observation method and interview method,collected a total of 600 minutes of classroom recording data from 6 new teachers in Tajikistan.The analysis of the number of classroom questioning,the type of questions and questioning strategies,and teachers' feedback,contribute to understand some of the tajikistan properties and characteristics of new teachers in classroom questioning behavior,and to strengthen the cultivation of local students' ability to absorb "prudence" cognitive style.Secondly,this paper expounds the three aspects of the new teachers' subjective attitude towards the principles to be followed,their problem designing ability and the effectiveness of classroom questioning at present.The new teacher must combine the teaching goal design question fully in the lesson preparation,the question design must have the pertinence,simultaneously has carried on the introspection to the question which designed.This paper also elaborated the current effective question strategy such as ask questions according to the student's interest;Seize the opportunity to ask questions;Choose your questions;Timely response to students based on feedback;Optimize the emotional and mental atmosphere for questions.Finally,the characteristics of classroom questioning by new teachers are sorted out and summarized,the existing problems in the process of questioning are pointed out,and the corresponding Suggestions are given.In addition,it is hoped that this paper can provide reference opinions for new Chinese teachers who need help.