A Diachronic Investigation Of The Art Of Questioning In Classrooms By Famous Chinese Teachers Since The 1980s

As a basic subject,language has evolved with the times,and its basic philosophy and training objectives have changed,with different language teaching needs in different contexts of the times.Each era has produced a group of excellent language teachers who gradually formed teaching ideas or teaching philosophies with personal characteristics during their long educational practice.The emergence of their teaching ideas and philosophies was influenced by the background of the era and carried certain characteristics of the era,while presenting the demands of language development and expectations of human development in that era.Classroom questioning is one of the common teaching tools in language teaching,and it is also an important tool for teachers to effectively achieve their teaching goals.The methods or techniques used by teachers in classroom questioning also reflect a teacher’s teaching ideology or philosophy to a certain extent.Therefore,in different contexts,different teachers’ classroom questions not only have personal characteristics,but also contemporary features,which are worthy of our in-depth study.However,there have been some problems and shortcomings in language classroom questioning,which need to be reflected and improved.In this study,three famous language teachers,Yu Yi,Yu Yingchao,and Xiao Peidong,who were active in the 1980 s and at different times,were selected as the subjects of this study.We also analyze the causes of their questioning art from various aspects,so as to form an ephemeral examination and make the study richer and more three-dimensional.This article stands at the macro level and examines language master classroom questioning from a historical perspective,which theoretically enriches the study of language master classroom questioning and makes up for the lack of research in this area.From the practical aspect,the study of language teachers’ classroom questioning can draw language educators’ attention to language classroom questioning,help language teachers grasp the essence of classroom questioning,reflect on their own shortcomings in classroom questioning,improve the design of language classroom questioning,and thus develop quality and efficient classroom questioning activities.At the same time,the inspiration brought by the three language teachers’ classroom questioning techniques summarized in this paper also brings reference value for future language classroom questioning.The study is divided into five parts and four chapters,starting with the introduction section,in which the author introduces the background and significance of this study,the existing research results,the selection of the research case,and the definition of related concepts.The first to the third chapters correspond to three different historical periods and summarize three different classroom questioning arts,namely,"affective," "reasoning," and "dialogic," and analyze their respective characteristics,influences,and successes through specific classroom examples.We analyze their respective characteristics,influences and causes through specific examples.On this basis,the three master teachers are examined and analyzed in the context of their respective times,language teaching backgrounds,and personal factors.The fourth chapter summarizes the inspirations brought by the three master teachers’ classroom questioning techniques,with a view to bringing some reference to future Chinese language classroom questioning.