A Study On Chinese Teachers' Classroom Questioning Belief

Compared with other classes,teachers’ questioning in the language classroom plays a more prominent role.It not only has the role of testing the learning effect and mobilizing students’ thinking like other classes,but also has the unique role of language input and guiding students’ language output.Therefore,in the field of teaching Chinese as a foreign language,teachers’ classroom questioning has always been the focus of research,and rich research results about this topic have been produced.The existing relevant research mainly focuses on the theoretical discussion of Chinese teachers’ classroom questioning,the analysis and summary of classroom questioning characteristics,and the classroom questioning skills.The research method tends to be objective observation and analysis.With the application of cognitive psychology theory and research methods in teacher research,teaching is regarded as a complex cognitive activity,and teacher cognitive research has become a new paradigm of teacher psychology research.In the 1970 s and 1980 s,the "process result" type of teacher cognitive research was popular,which focused on the description and analysis of teachers’ classroom management behavior.However,with the cognitive turn,the focus of attention has shifted from simply describing teachers’ classroom behavior to revealing the relationship between teachers’ behavior and their cognition.This kind of research is called "Teacher Cognition" research.In the field of teaching Chinese as a foreign language,there have been some research results on teachers’ cognition,but there are still few cognitive research specifically aimed at classroom questioning.Therefore,we will shift from the traditional description and analysis of classroom questioning behavior to the study of teachers’ subjective cognition of questioning,compare it with teachers’ questioning behavior in classroom observation,and put forward relevant suggestions on the improvement of Chinese teachers’ questioning ability and the cultivation of Chinese teachers according to the results of investigation and comparison.The research process and conclusions of this paper are as follows:Firstly,based on the existing Chinese teachers’ classroom questioning belief research,the relevant theories and the author’s classroom observation,we will make a questionnaire about teachers’ classroom questioning belief,and send the questionnaire to teachers for investigation.Secondly,the questionnaire was collected and statistically analyzed.The questionnaire results show that there is no significant difference between novice teachers and proficient teachers in Chinese classroom questioning content belief,questioning implementation belief and questioning ability belief,but novice teachers have higher recognition of questioning content and questioning implementation belief than proficient teachers,and proficient teachers have higher questioning self-efficacy than novice teachers.There are significant differences in feedback beliefs between the two types of teachers,and novice teachers have higher recognition of feedback beliefs.Thirdly,two novice teachers and two proficient teachers are selected from the recovered questionnaire for classroom observation.The questioning beliefs they show in the questionnaire are compared with the questioning behavior in the classroom.The parts of consistency and inconsistency between beliefs and behaviors are listed,and the teachers are interviewed according to the inconsistent contents to explore the reasons for the inconsistency between teachers’ beliefs and behaviors.The final results show that novice teachers have more inconsistent beliefs and behaviors than skilled teachers.For novice teachers,the main reasons for inconsistency are teachers’ lack of control over their own teaching language and teaching behavior,the influence of emotional factors such as tension and anxiety,and the inconsistency between theoretical knowledge and real beliefs.For skilled teachers,they are more affected by the changes of classroom environment,the different language levels of students,and the instability of teachers’ personal beliefs.Finally,according to the overall situation of teachers’ questioning belief,the comparison of belief and behavior and the interview with teachers,this paper puts forward some suggestions on the improvement of Chinese teachers’ questioning ability and the special training of Chinese teachers’ questioning ability.Suggestions on the improvement of Chinese teachers’ questioning ability are as follows: First,Chinese teachers should strengthen the awareness of paying attention to students.They should fully understand the students’ Chinese level,learning style and cultural background,and improve their questioning methods according to the situation of students;Second,teachers should improve their professional quality.On the one hand,they should improve their classroom control ability,that is to say,making themselves go to class with "awareness" and consciously controlling their language and behavior;on the other hand,they should consolidate their basic knowledge;Third,they should increase the self-efficacy of questioning by enriching teaching experience;Fourth,teachers should strengthen after-school teaching reflection.Teachers can strengthen reflection on the contents,methods and effects of classroom questioning by observing their own teaching videos and writing reflection diaries,so as to improve their questioning level.The suggestions on the cultivation of Chinese teachers’ questioning ability are as follows: on the one hand,we should strengthen the cultivation of Chinese teachers’ special questioning ability in class;On the other hand,we should strengthen the reflective training of Chinese teachers.