Research On The Status Quo Of Teacher Questioning In The Classroom Of Peizhi School

Special education in China is at a stage of continuous development,enhancing the quality of education and teaching of special education has become the focus of sustainable development of special education.Questioning is the main form of classroom interaction and an important part of classroom teaching.High quality classroom questioning can improve teaching efficiency and help students in the school for students with mental retardation improve their knowledge and skills.Paying attention to teachers' Questioning in class is the embodiment of students' class status.Although the cognitive level of special students is low and their ability is limited,they also need to pay attention to the training of ability and skills in the teaching,so that you can out of the school in the future,for its further into fully prepared,to adapt to the society and independent life.At the same time,attention to classroom questioning will also make teachers better understand the students' ability level,and according to the students' different abilities to carry out stratified teaching,improve the teaching effect,and then improve the professional quality and professional ability of the teachers.The problems in the classroom questioning in school of mental retardation include the more single way of teacher answering,too many problems of low cognitive level,and the teachers do not leave enough time for the students to think.There are few studies on Teacher Questioning in school of mental retardation,and there is no corresponding assessment standard.On the basis of consulting relevant literature,this study is based on the effective classroom questioning evaluation criteria of Huailing Shao,Songzhou Hong and others,in combination with the reality of the observed school,compiling the questionnaire of teachers' questions in the classroom of the teachers in the school of mental retardation was observed and recorded on the questioning status of the teachers in the life language and the life math class in a school in Dalian,and through teacher interviews to further understand the specific implementation of teachers' classroom questioning and their inner thoughts,in order to supplement the classroom observation data.The conclusions of this study are as follows: Teachers in the school of mental retardation can fully understand the importance of questioning in classroom teaching,in classroom teaching,they can learn the particularity of students with mental retardation,but there are still some problems in classroom questioning.Specific performance as follows:1.Teachers in school of mental retardation can set problems before class preparation,it can be used classroom questioning to be clearly presented and expressed in most cases,in favor of students' understanding and thinking,it also restates problems and deepens the impression of problems in the minds of students.2.When teachers ask questions,they will not ask only regular students for personal preferences and student positions,nor will they only ask students who raise their hands initiatively,in most cases,they can take care of every student and lead the whole class to participate in classroom teaching,especially for lower grade students.3.The waiting time of teachers in classroom for mentally retarded teachers is slightly shorter,according to the interview with the teachers and the practical characteristics of the students in the school,we suggest that the short waiting time of the teachers in the school seems to be more consistent with the ability of the students with mental retardation.4.The types of questions tend to be low level problems,especially in the senior and Chinese classes,the number of low level problems is more.5.In the face of students' answer attitude and way of answering,most of the teachers choose affirmative and supportive attitude and give positive and compliment to students' correct answer,but the language of praise is slightly unitary;when answering incorrect or unanswered questions,support strategies should be adopted to retell the topic and give hints.Based on the above findings,this study puts forward some suggestions for teaching practice in school of mental retardation: The society should increase its support for special education and teachers,expand the teaching staff,strengthen the teaching team,improving the treatment and welfare of special education teachers and preventing teachers from getting job burnout;schools should strengthen the training of teachers,and actively grasp the latest education methods and means;teachers should always pay attention to their professional qualities and professional abilities,and guide the teaching work with the concept of "effective questioning";establishing classroom questioning criteria suitable for use in school of mental retardation as soon as possible...