Case Study Of Classroom Questioning Art

Questioning is an important part of classroom teaching.Effective classroom questioning lying in the intercommunications between the teacher and the students,as a powerful guarantee for effective teaching,can help develop students’ expression ability and problem awareness.Therefore,the study of effective classroom questioning rules and some related teacher-student interaction forms not only has a strong practical significance,but also can enrich the theory of classroom questioning to a certain extent.The study selects the class of G teacher in Nanjing as the research object,using literature analysis,case study,field research and other research methods.In the early stage,the author listens to 18 classes of G teacher and transcribes the text materials into over 160,000 words.Firstly,the research presents some classroom teaching segments of G teacher,to demonstrate the subtlety of her classroom questioning art.Secondly,the author deals with the transcripts with the help of nvivo11 analysis software,classification,coding and other statistical methods to show her classroom questioning skills.Lastly,it is found that the questioning types of teacher G are rich and varied,the numbers of questions are also large,the most importantly is that she pays attention to waiting for answers.Besides,the atmosphere is harmonious and loose when Teacher G questions.Questioning skills are the backbone of teachers’ questioning art.The author enumerates nine teaching fragments to reflect the questioning art of G teachers,analyzes the questioning skills one by one,and summarizes the characteristics and principles of G teachers’ classroom questioning: her questioning has the characteristics of guidance,efficiency,aesthetics and creativity,and follows the principle of the unity of sensibility and rationality,form and content,individuality and generality,which are perfectly the essence of her questioning art in class.Teacher G can always trigger sufficient two-way communication between teachers and students by asking questions,which promotes the equal dialogue in the classroom and achieves the real sense of teaching and learning.Through the life history of teacher G,the author thinks that the formation of her questioning art has generally gone through four stages: the learning internalization stage in the student period,the observation and reflection stage in the novice teacher period,the unstable creation stage in the mature teacher period and the stable creation stage in the expert teacher period.The formation of questioning art is influenced by seven internal factors(motivation level,practical ability,practical experience,knowledge structure,thinking characteristics,personality factors,aesthetic quality)and four external factors(teaching evaluation,teacher training,school environment and teacher practice community).According to this,the author puts forward four inspirations of G teacher’s classroom questioning art for novice teachers to improve their questioning skills: novice teachers need to build a good sense of communication in the classroom,eliminating the sense of questioning control;build a good relationship between teachers and students,strengthening the effectiveness of questioning;timely questioning and comprehensive evaluation of students’ answers,giving full play to students’ subjective consciousness and build a learning community between teachers and students in the classroom,improving the consciousness of reflection.The conclusion part is the summary of the whole paper,pointing out the innovation and the deficiency in the research process.