Research On The Optimization Strategy Of Chinese Classroom Questioning In Junior High School Under The Guidance Of The Heuristic Teaching Thought Of Xueji

The Standards for Compulsory Education Language Curriculum(2011 Edition)point out that teachers should carefully design and organize teaching activities to enlighten students’ wisdom and improve the effectiveness of language teaching with heuristic teaching.Exploring the source of heuristic teaching,which is mainly characterized by the teaching process in the form of "asking".Therefore,the call for heuristic teaching in the reform of the language curriculum in basic education can be answered through the effective implementation of the questioning in the language classroom.Questioning in the language class plays an extremely important role in achieving the main tasks of the language course in accumulating knowledge in dialogue,practicing speech,nurturing thinking and developing personality.However,looking at the current classroom teaching,its implementation status is not optimistic,and few teachers can correctly understand the classroom questions and effectively play their educational effect.Written in the Spring and Autumn Period and the Warring States Period,the Xueji,as a culmination of pre-Qin thought in education,points directly to the key issues of education and teaching and discusses the fundamental observance of education and teaching.As the essence of the educational ideas of Xueji,the heuristic teaching idea of Xueji still has strong inspiration and reference significance for the questions asked in the current junior high school Chinese classroom.This study aims to draw experience from the heuristic teaching ideas of Xueji,and after elaboration and teaching transformation,it will provide a useful attempt for the optimization of questions in junior high school Chinese classrooms.Based on the theoretical interpretation of the heuristic teaching ideas of Xueji,this study takes the effective classroom questions of junior high school language as the research object,and demonstrates the rationality of the questioning in junior high school language classrooms from three aspects,such as laying the theoretical cornerstone of the reform of language questioning teaching,clarifying the basic requirements of language classroom questions,and guiding language classroom questions to focus on the improvement of students’ thinking quality.Guided by the heuristic teaching ideas of Xueji,the teaching function and the ideal state of the basic types of questions in junior high school Chinese classrooms are explained respectively.According to its ideal state,taking the teaching transcript of X City G Middle School as an observation sample,through the classroom observation scale and the use of the Flanders interactive analysis system,the problems existing in the junior high school Language Classroom Questions were understood: the lack of beneficial teaching silence;the teacher’s questioning ignored the consideration and intervention of the student’s thinking;the teacher’s questions focused on the memory level;and the teacher less guided the students to carry out appropriate speech practice.Based on the analysis of the current situation,this study draws experience from the heuristic teaching ideas of Xueji,and from the four dimensions of emotional behavior,thinking process,language knowledge and speech practice,it proposes an optimization strategy for asking questions in junior high school language classrooms: to stimulate students’ angry state with beneficial classroom silence;to improve the quality of thinking as the core direction of question intervention;to inspire the classroom with rich language knowledge;and to train students’ thinking with speech practice.