Research On The Status Quo And Countermeasures Of Chinese Classroom Questioning In Primary Schools

Class questioning is the basic means to carry out teaching activities,and it is also the most common way of teacher-student communication in classroom teaching.The quality of classroom questions determines the teaching quality of the whole class and the achievement of teaching objectives to a certain extent.This study selects XX Primary School in Zhenhai District,Ningbo City as the site of field investigation,and comprehensively adopts the methods of questionnaire survey,interview and observation to investigate and analyze the situation of questioning in the Chinese classroom in the higher school.The study found that the problems of asking questions in Chinese classrooms in the upper grades of primary schools include too many questions asked by teachers,incomplete questions asked,not rich question types,inappropriate question timing,insufficient question evaluation,and only teachers asking but not students asking,etc.The reasons for the above problems include three aspects: in terms of teachers,this is manifested in the outdated teaching concept of teachers,the deep-rooted influence of fraction-only theory,only focusing on the teaching of book knowledge,insufficient systematic theoretical knowledge about Chinese subjects,and lack of knowledge in primary schools.In the high school stage,the lack of awareness of academic conditions,etc.;on the student side,this is reflected in the lack of students’ innovative thinking and the lack of enthusiasm for students to participate in the classroom.In terms of schools,this is manifested in the lack of special training on classroom questioning and the imperfect evaluation mechanism for teachers.In terms of society,this is manifested in that the whole society has not formed a good teaching ecology,and has not completely abandoned the mentality of quick success in education.To this end,this paper puts forward the following countermeasures and suggestions: First,establish an advanced teaching concept,improve teachers’ professional quality,improve teachers’ ability to ask questions,and let teachers use questioning methods suitable for their learning conditions.The second is to cultivate students’ innovative thinking with critical and skeptical spirit,and cultivate students’ interest in learning.The third is to strengthen the cultivation of teachers’ special quality and improve the teachers’ evaluation mechanism.The fourth is to abandon the previous utilitarian view of education,and form a good education ecology for the whole society to achieve a virtuous circle.