Study On Non-expected Answers To Chinese Classroom Questions In Junior Middle School

With the advancement of the new curriculum reform,"generation" has become a common term in teaching,and the generative teaching with the characteristics of teaching process,teaching interaction and teaching generation is also more and more respected by the current teaching and become an effective path to break through the disadvantages of traditional teaching.Non-expectation answers serve as an important resource for teaching generation.If teachers can correctly understand and rationally use the generating value contained in non-expectation answers,they can seize the important opportunity of classroom generation to promote effective teaching in the classroom.Based on this,the study takes Chinese teachers from a junior middle school in Linyi City,Shandong Province as the research object,adopts combining quantitative and qualitative research methods,and formulates a questionnaire and interview outline to investigate the status quo of teachers in dealing with non-expected answers.By sorting out,summarizing and analyzing the information obtained from the survey,we propose targeted optimization strategies for teachers to deal with non-expected answers.The paper is structured as follows:Introduction part: From the topic background,research status,concept definition,research methods,and research ideas,explain the main research results of the current non-expected answer,and determine the main research methods and ideas of this research,so as to prepare for the follow-up research.Chapter One: Investigation and data analysis of teachers ' status quo of non-expected answers.This chapter is mainly divided into investigation preparation stage and survey data analysis stage.The survey preparation stage includes the selection of survey and interview samples,the design and implementation of questionnaires and interview questionnaires.The survey data analysis stage includes teachers' cognition of non-expected answers and generative teaching,teacher lesson preparation and presets,teachers' response to non-expected answers,and teachers ' reflection on non-expected answers.Chapter Two: Teachers should analyze the problems and reasons of the non-expected answers.This chapter mainly analyzes the questions and reasons of the current teachers on the basis of the questionnaire survey and interview results.The problems that teachers respond to non-expectation answers can be summarized as: teachers can not flexibly preset the non-expectation answers,teachers cannot accurately judge and reasonably use the non-expectation answers,and teachers control the non-expectation answers.Reasons for teachers to deal with non-expected answers: teachers are influenced by traditional teaching concepts,teachers are not fully aware of individual differences,and teachers lack excellent professional ability.Chapter Three: Based on the questions and reasons,combine theory and practice and propose effective optimization strategies: updating educational values;create a harmonious classroom atmosphere,flexible preset,comprehensive lesson preparation;increase knowledge reserve,improve professional ability;correct treatment and reasonable use of non-expectation answers;strengthen teaching reflection and improve teaching quality.Conclusion part: Organize and summarize the main contents of this study,reflect on the existing shortcomings in the study,and explain the improvement direction and expectations of the study in the future teaching practice.