A Study Of Classroom Questioning In Modern Chinese Reading Teaching In Junior Middle Schools

The effect of classroom questioning is related to the teaching effect of modern Chinese reading,and modern Chinese reading is also crucial to junior middle school students' language literacy.However,the author finds that in the actual teaching practice of modern Chinese reading in junior middle schools,there are many inefficient questions such as "too many questions" from teachers and "not too many questions" from students.The effect of classroom teaching is not ideal,which is still a persistent ailment in the teaching of modern Chinese reading in junior middle schools.Therefore,the author uses literature research,questionnaire survey,classroom observation and case analysis to study.Combining with the theory of Compulsory Education Chinese Curriculum Standard(2011 edition)and the characteristics of junior middle school students'physical and mental development,this paper analyzes the present situation of Classroom Questioning in modern Chinese reading teaching in junior middle schools,tries to expound the connotation of classroom questioning more comprehensively,and extends the traditional idea that classroom questioning refers to teachers' questioning to students,such as teachers' questioning,students' mutual questioning and students'questioning to teachers.On this basis,this paper further explores the teaching strategies to improve the effectiveness of classroom questioning,in order to form a multi-directional and multilateral "dialogue" environment,improve the effectiveness of Classroom Questioning in modern Chinese reading teaching in junior high schools,and then improve its classroom teaching effect.Truly enhance junior high school students' language literacy,truly achieve a win-win situation in teaching and learning,and adapt to the real needs of today's curriculum reform.