Investigation,Analysis And Instructional Design Of Elementary Oral Chinese Classroom Questions Of Confucius Institute At Al Azhar University

In view of the fact that the current primary Chinese oral classroom questioning research is theoretically strong,the specific regional oral classroom questions lack data statistics,targeted,practical and practical issues,the paper is based on the Confucius Institute at Al Azhar University and three cooperative teaching.The teachers and students of the school are the research objects,and they use the classroom discourse analysis theory,the investigation research method and the comparative analysis method to carry out research.First of all,through the questionnaire survey and analysis of teachers and students,it is found that the problems in the Chinese spoken language classroom at the University of Al Azhar have the following problems: the problem type is too single,the subject in the primary spoken language classroom is uneven,the rhetoric of the primary oral classroom is too fast,and the teacher classroom feedback The method is too simple and general,and the target and effectiveness of the primary oral classroom is not enough.Then,the two Chinese volunteer teachers in the Confucius Institute at Al Azhar University will be translated into a teaching case for research and analysis,and found the total number of questions and teaching habits and styles in the classroom.Teaching experience and teaching content have a great relationship.The higher the student level,the larger the teaching content expansion space,the more reference problems,and the free answer is the main part.The teachers have rich teaching experience and the total number of questions in the classroom is high.Timely and effective feedback,the classroom rhythm is relatively stable.Then,the two Chinese volunteer teachers in the Confucius Institute at Alaja University were transferred into a teaching case,which was analyzed and found to have a great relationship between the number of questions in the classroom,the quality of the students,the teaching level of the teachers,and the teaching content: the student level.The higher the content of teaching content is,the more the reference content is,the free answer is the main part;the teachers have rich teaching experience,the total number of questions in the classroom is more,the teachers can respond in time and effectively,and the classroom rhythm is relatively stable.Finally,a detailed teaching plan is designed for the initial stage of oral teaching.The teaching plan is redesigned on the basis of daily classroom teaching,combining theory and practice,with specificity and operability,so as to optimize the oral teaching results.I hope this article can provide reference for the Chinese oral classroom questioning teaching in Indonesia.Although there are many factors influencing the classroom questioning,it is clear that the problems in the teaching and the reasons for the occurrence can make the teaching more targeted and constantly improve the inadequacies.