A Study On The Effectiveness Of Classroom Questioning By Lao Chinese Speaking Teachers

The effectiveness of classroom questioning not only affects the teaching quality of teachers,but also affects the learning effect of students.Volunteers and local teachers are the main force of foreign Chinese teachers,and their classroom questioning status deserves attention.Took the classroom questioning of Lao Chinese speaking teachers as the research object,this paper used the research methods of literature research,classroom observation and data statistical analysis to study the effectiveness of classroom questioning of Lao Chinese speaking teachers.Firstly,formulated the evaluation criteria of the effectiveness of classroom questioning.Drew on the research results of academic circles on the evaluation criteria of classroom questioning effectiveness,and based on effectiveness,efficiency and benefit,combined qualitative principles with quantitative data,formulated the evaluation criteria of the effectiveness of classroom questioning from three dimensions:the content of questioning,the language of questioning and the way of questioning.Secondly,accorded to the evaluation criteria,this paper investigated the current situation of the effectiveness of classroom questioning of spoken Chinese teachers in Laos.It was found that there were the following problems in the classroom questioning of Lao oral Chinese teachers: The questioning content deviates from the teaching goal;The difficulty of the problem is too small;Excessive use of Lao for questions or answers;Lack of coherence in classroom questioning;The teacher failed to correct the grammatical errors in the students’ answers in time.It was found that there the following problems in Classroom Questioning:The goal of questioning content was not prominent and deviates from the teaching goal;The difficulty of the problem was too small to meet the students’ Chinese level;Excessive used of Lao for questions or answers;Lack of coherence in classroom questioning;The teacher failed to find and correct the grammatical errors in the students’ answers in time.Finally,it put forward some suggestions to improve the effectiveness of classroom questioning.Aimed at the problems existing in classroom questioning,this paper put forward four suggestions:Paying attention to problem design;“Sinicized” classroom questions or answers;Improve spoken Chinese teachers’ Chinese ability;Strengthen the on-the-spot adaptability of oral Chinese teachers.It was hoped that this study can provide some reference for evaluating the effectiveness of classroom questioning and improving the effectiveness of oral Chinese Classroom Questioning in Laos.