A Survey Of Classroom Questioning In The Comprehensive Chinese Course At Elementary Stage

Classroom questioning is the core means for teachers to implement teaching in the Chinese teaching process,and it is also an important teaching skill that teachers must possess.Effective questioning can improve the overall effect of Chinese classroom teaching and promote interaction between teachers and students.Based on the theory of classroom questioning,this paper systematically expounds the five principles and three functions of classroom questioning in the comprehensive Chinese lesson at the primary stage,and discusses six types of Chinese classroom questioning by way of example.Make a scale for analysis,using classroom observation methods to analyze a large number of cases of classroom questions in the comprehensive Chinese lesson at the elementary stage,and use questionnaires and interviews to understand the design and thinking of some elementary Chinese teachers’ classroom questions.There are still five problems and six solutions for asking questions in the comprehensive Chinese lesson in the primary stage.On the basis of familiarity with classroom questioning theory,teachers should cultivate students’ "sentence output" consciousness in the process of Chinese teaching,make their questions accurate and appropriate,balance the proportion of teaching questions and information questions in the classroom.Classroom questioning rhythm,using "compass-style" questioning methods,using multiple feedback methods in combination to enable teachers to achieve high-quality and efficient classroom questioning.