Research On Questioning Strategies In Primary School Chinese Classrooms Based On Problem Awareness Cultivation

Classroom teaching is constantly improving,and new teaching requirements have aroused widespread concern since the announcement of the core literacy of the discipline.The new classroom advocates that teachers should respect children's interests and hobbies,pay attention to inspiring students to think,and guide students to integrate into learning truly.How should teachers achieve this? The class question answers this question.Classroom questions are fully preset by teachers,taking into account the teaching objectives and student characteristics,using the content of the questions to trigger students to think,for students,under the guidance of teachers,enhance the awareness of the problem,and actively ask questions.Learning begins with thinking,thinking from doubt,and doubting from asking.Learning starts with review,review starts with questions,and problems are solved in asking.Classroom questioning is a meaningful way to cultivate students' awareness of issues.Teachers can carefully select some issues within the cognitive range of students and can cause students to think,encourage students to explore and create,and encourage students to think about issues and solve problems from multiple angles by excavating the creative content contained in the teaching materials.Therefore,well-designed classroom questions will play an essential role in developing students' awareness of the problem.Based on the purpose of cultivating problem awareness,this study observes the classroom questions of current primary school language teachers,looks for the problems existing in the classroom questions of current primary school language teachers in the process of cultivating students' awareness of problems,analyzes the causes of the problems,and finally puts forward suggestions for improving the questions in the primary school language classroom that can cultivate students' problem awareness.This study consists of four main parts.The first part is a preface,which mainly introduces the relevant research background,literature review,research objectives,research significance,concept definition,and theoretical basis.The second part mainly contains research ideas and research methods.This study is based on the classroom observation method,supplemented by the interview method,to ensure the scientific nature of the research.The third part conducts a detailed analysis of the data and data obtained in this study.It summarizes the shortcomings of current primary school Chinese teachers in using classroom questions to cultivate students' problem awareness based on the problem summary.The fourth part is the main body of the article,which proposes improvement suggestions for the shortcomings of the current primary school Chinese teachers in the classroom questioning based on problem awareness training.This study mainly observes the types of questions,waiting time,answer objects,answer content,answer methods,and answer range of primary school Chinese teachers.Through observation,the problems existing in the classroom questions of primary school Chinese teachers based on problem awareness training are mainly as follows: lack of high-level questions that can stimulate students to think;questions lack purposeful hierarchy and logic;insufficient time for students to believe;unequal opportunities to cultivate students' awareness of problems;and lack of guidance for the formation of problem awareness by teachers.According to the problem,the corresponding improvement suggestions are proposed,mainly including the following four points: 1.change the teacher's awareness of the problem and the understanding of the classroom questions;2.The pre-class question design enriches the teaching language to cultivate the student's problem awareness;3.The use of questioning skills in the class to mobilize the student's problem awareness;4.After class,pay attention to teaching reflection to improve the teacher's classroom questioning skills.