| Teacher questioning is an indispensable part of classroom teaching and an important means of communication and interaction between teachers and learners.It is conducive to the smooth development of Chinese classroom teaching and has a certain connection with the effect of teaching.For the primary stage of Chinese teaching,the teacher’s question is more important.In the process of online teaching practice,the author found that there are some problems with teachers’ questions in class.Therefore,I hope to find some problems in the questions asked by teachers of online elementary Chinese comprehensive courses through observation of other teachers’ online Chinese teaching videos,and give your own opinion.This article has collected the video of one-to-one online teaching video of 4 teachers for 4 hours,each video has about 50 minutes,total 200 minutes.After observing the teacher’s videos,we transcribe them into written records,and then analyze the related questions on the basis of these videos.The thesis consists of six parts: the first part is the introduction,which mainly narrates the reason of the topic selection,the research significance,the research method and the Literature Review About Teacher’s question.The second part is about the concept of Teacher’s classroom questioning and the theoretical basis of this study.The third part,through the observation of teachers’ online teaching video,analyzes teachers’ classroom questioning from the following aspects: Quantity of teachers’ questioning,questioning strategy,waiting time after questioning,types of questioning and teachers’ feedback.The fourth part through the above video observation,and combined with the questionnaire and interview,found that the online teacher classroom questions teachers lack a certain theoretical basis,the number of questions asked is relatively small,the proportion of display questions and reference questions is uneven,the problem of short waiting time and single feedback mode is analyzed from three aspects:Teacher,Learner and teaching environment.In the fifth part,the author puts forward some suggestions to solve the problems in online teacher’s classroom questioning: The quantity of teacher’s questioning should be appropriate,the class questioning should be carefully designed before class,the proportion of referential questions should be increased,and various questioning strategies should be comprehensively utilized,appropriate extension of the waiting time,the form of feedback to be rich and varied.Finally,the conclusion summarizes how the teacher on-line carries on the effective question,also has analyzed the article existence insufficiency and carries on a forecast to the future research. |
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