A Study On The Effectiveness Of Classroom Questioning Of Novice Teachers In Online International Chinese Teaching

Classroom learning is an important way for students to acquire knowledge.Teachers’ questions in class can trigger students’ thinking and mobilize their enthusiasm and initiative to participate in the classroom.Effective classroom questioning is an effective means to stimulate students’ learning.However,how to improve the effectiveness of classroom questioning is not only a major problem to be solved in the traditional classroom,but also one of the problems to be solved in online teaching.Therefore,this paper examines the effectiveness of classroom questioning by elementary comprehensive teachers in online international Chinese teaching[according to Berliner’s(1988)classification of teacher development stages,the teachers mentioned in this paper specifically refer to novice teachers in their classification].This paper is divided into five parts,mainly based on the questionnaire survey of80 novice teachers(novice teachers of Chinese language teaching for postgraduate students of Guangdong University of Foreign Studies in 2020)of Guangdong University of Foreign Studies(Guangdong University of Foreign Studies in 2020)and the classroom observation and interview of 8 novice teachers of Chinese language teaching for postgraduate students,so as to obtain the specific performance of their classroom questions in the online integrated international Chinese teaching course.In addition,the online international Chinese teaching teacher class [All "classes" in this article refer to comprehensive classes.] By comparing questions with offline ones,the uniqueness of classroom questions of online international Chinese teachers is obtained.According to the obtained questioning performance and uniqueness of novice teachers of Chinese language teaching for international Chinese teaching online,and based on the questionnaire designed by predecessors,an evaluation scale for the effectiveness of classroom questioning of online international Chinese teaching teachers is designed.Finally,the effectiveness of the online classroom questioning of8 teachers was evaluated according to the scale.Finally,the paper analyzes the existing problems in the effectiveness of classroom questioning of online international Chinese teaching teachers and gives some countermeasures to improve the effectiveness of classroom questioning.The research found that novice teachers’ awareness of question presupposition in class is insufficient,and the purpose and pertinence of question content and method presupposition are not strong,leading to low effectiveness of question presupposition.There are too few questions related to teaching classroom management,and too few informative and responsive questions;The way of online questioning is single and lacks flexibility;There are too few designated calls and answers,and the feedback is single and not specific enough...These questions lead to low effectiveness in the implementation stage of questions.The way of reflection is not efficient enough to make full use of the convenience of reflection provided by online teaching;In addition,a small number of novice teachers of master’s degree in Chinese education will not question and reflect or the reflection content is not comprehensive,which affects the effectiveness of the question and reflection stage.The innovation of this paper: from the teacher side and the source of questioning,we study the effectiveness of questioning in the online classroom rather than the traditional classroom,and preliminarily design a scale for the effectiveness of questioning in the online international Chinese teaching classroom.