A Case Study On The Art Of Asking Questions In Chinese Teachers' Classroom

Questioning is a classroom teaching art.Through effective questioning,teachers can open students' thinking about teaching content,guide students to understand teaching content,and at the same time,make teachers and students have good interaction.Chinese is a subject with both instrumental and humanistic nature.Chinese teaching should not only teach students how to use knowledge,but also cultivate their ability to perceive articles.The junior middle school stage is the stage in which students exercise their ability to think independently,so teachers' questions are particularly important.Good questions can help students grasp the difficulties and key points of the text more quickly,and realize effective transmission in one question and one answer.This study takes a junior middle school expert Chinese teacher as a case study,studies its question teaching art,summarizes its question teaching art formation reason,in order to have the enlightenment and the reference to the Chinese classroom question teaching.The thesis is divided into four parts:The first chapter introduces the research object and research design.The research on classroom questioning art of junior middle school Chinese teachers mainly adopts the case study method,selects an expert junior middle school Chinese teacher Z as the research object,through observing the classroom teaching of Z teachers,analyzes the questioning links in their classroom teaching,at the same time studies their teaching results,teaching plans,presentations and other teaching materials,carries on in-depth interviews to them,summarizes the characteristics and skills of Z teachers' classroom teaching questions,and finds out the reasons for their formation.The second chapter focuses on the analysis of the classroom record of Z teachers,summarizes the teaching art of Z teachers,thinks that her classroom questions have the characteristics of clear direction of questions,enlightening questions,diverse and novel methods of asking questions,Z teachers pass on knowledge to students through deep and effective questioning,humanistic education to students,enlighten students' thinking,and improve students' Chinese literacy.Chapter three mainly discusses and studies the influencing factors of the formation of Z teacher's classroom questioning art.By analyzing the subjective and objective factors that affect Z teachers' classroom teaching art,the author concludes that the formation of Z teachers' questioning art is influenced by their educational,student,teacher and teaching views,and is also the result of their own good observation and learning,long-term commitment to the study of teaching reform,continuous reflection and exploration of teaching effect improvement path.From the experience of Z teachers,the fourth chapter summarizes the enlightenment and thinking of classroom questioning art,including five aspects: question design,classroom arrangement,question order,appropriate way and post-question evaluation,and expounds the new thinking and enlightenment of Z teachers to classroom questioning.By deeply studying the art of questioning in Z teachers' classroom,this research is expected to enlighten the misunderstanding of classroom questioning,make more teachers pay attention to classroom questioning links,carefully design questions,master questioning methods and techniques,perfect teaching arrangements,and improve classroom efficiency.