Research On Effective Questioning In Chinese Class Of X Middle School In Urumqi

As a subject with both humanity and scientificity,Chinese is a key subject to cultivate students' comprehensive quality.Questioning is a concrete and effective training method to improve students' thinking ability,develop creativity and enlighten wisdom in Chinese class.It can make teachers and students understand and interact with each other,and also promote the growth of students' mind.Research on effective classroom questioning plays an important role in the development of students,the improvement of teaching efficiency and the promotion of teachers' ability.Therefore,this study takes Urumqi City X Middle School as a case,through the use of literature,questionnaire,observation,interview and other research methods to investigate the current situation of effective questioning in junior high school Chinese classroom,and finds out the problems and reasons in the collation and analysis of the survey results,and puts forward reasonable and effective suggestions.It mainly includes the following contents:The first part is the introduction,which introduces the basis,purpose,significance,ideas and methods of the research,and combs the related research status at home and abroad,defines the concepts of questioning and effective questioning,based on the constructivism learning theory and the theory of the recent development zone,and based on the existing research results of effective questioning evaluation standards,based on the school's Chinese teachers This paper constructs the evaluation standard of effective questioning in junior middle school Chinese classroom.The second part is the description of the current situation of Chinese Classroom Questioning in junior high school.This paper describes the present situation of Chinese Classroom Questioning in Junior Middle School of X Middle School in Urumqi from the following nine aspects: purpose,difficulty,type,language,method,object,quantity,time and evaluation.The third part is the questions in the middle school Chinese class.The main problems are that the purpose of teachers' questions is not clear,the teachers' questions are relatively simple,the types of questions are simple,the language of questions is not clear,the ways of questions are simple,the objects of questions are single,the quantity of questions is large and the quality is low,the waiting time isunreasonable,and the level of teachers' answers is low.The fourth part is the reasons for the problems in the classroom questioning of junior middle school Chinese in Urumqi.The author finds that there are two reasons for the problems: teachers and students.The reasons for teachers are insufficient attention to questioning,lack of understanding of students,insufficient preparation before class,less reflection on questioning after class,and lack of questioning skills.The reasons for students are lack of knowledge reserve,poor awareness of classroom participation,lack of good learning habits,lack of interest in learning,and psychological factors of students.In the fifth part,the author puts forward some suggestions to improve the effectiveness of Chinese Classroom Questioning in middle school X in Urumqi.It mainly includes: the purpose of teachers' questions should be clear,the difficulty of questions should be moderate,various types of questions should be designed,the language of questions should be clear,the questions should be facing all students,the awareness of core questions should be improved,the waiting time should be reasonably arranged,and the way of answering should be improved.