| This paper will divide teacher questioning into input stage,adjustment period and feedback three stages,the author through classroom observation,questionnaire survey on students(a total of 122 valid questionnaires)with the interviews of Chinese Intensive Reading Course students of International Cultural Exchange Department in Xinjiang Normal University,most of whose Chinese in level three or four(i.e.,10 teachers in intensive reading class,5 classes of each teacher,a total of 10 hours).Combined with classroom observation,student questionnaire and interviews with teachers and students,we find out the universality and individuality of teachers’ effective questioning,as well as the factors that cause problems.The results of the study showed that the intermediate stage of teaching Chinese as a foreign language,if teachers put forward more referential questions,it is more conducive to enhance the enthusiasm of the students to answer questions,question is too simple or complex will affect the effectiveness of questioning and teaching quality,teachers’ questions should be allocated according to the waiting time,according to students` answer give students guidance and let the students finish the correct answer which more conducive to improving the efficiency of students` answer,teachers should also give praise as feedback.At the same time,based on the above findings,this paper puts forward the corresponding reference suggestions,hoping to provide teaching reference for intermediate stage teachers of teaching Chinese as foreign language. |
