A Study On The Effective Questioning Of Teachers In The Chinese Classroom Of Junior High School Under The New Curriculum Standards

Chinese classroom is an important position to spread Chinese knowledge,and Chinese subject is a basic subject to improve students’ comprehensive quality of Chinese and establish and improve students’ personality.The middle school stage is a rapid and critical stage for students’ physical and mental development,as well as a good opportunity to stimulate their thinking and develop their cognition.Therefore,it is important for teachers to guide students’ thinking in the classroom.’Asking questions’ runs through classroom teaching throughout,and the introduction of classroom content,as well as the connecting link between the teaching process,all play an important role as a medium.Asking questions is one of the commonly used teaching methods in classroom teaching,and classroom questions are also an important indicator for evaluating the professionalism of a Chinese language teacher.Therefore,this study is based on the observation and teaching practice of Chinese language classroom teaching,combined with previous research results,to explore the optimization path of effective questioning by middle school Chinese language classroom teachers,effectively improving the efficiency of Chinese language classroom teaching and student learning effectiveness,and also providing empirical reference for the study of effective questioning in middle school Chinese language classroom.This study is divided into three parts: The first part is the introduction part,which mainly includes the background,significance,research ideas and methods of this study,a review of domestic and foreign research results,relevant concepts of effective questioning,and evaluation indicators for the effectiveness of middle school Chinese classroom questioning.The second part,based on practical experience at Q Middle School in Urumqi,mainly adopts empirical research methods such as survey questionnaire and classroom observation.Based on data analysis of the survey results,it summarizes the main problems that exist in current middle school Chinese language classroom teachers’ questioning.After investigation,the following five issues have been summarized and summarized: lack of clear problem expression;Difficult or inappropriate problem design;Favorite questioning;Multiple but not precise questions;Evaluation and response without feedback.Exploring the causes of the problems behind it mainly lies in the teacher’s aspect: the lack of teaching philosophy among teachers and the neglect of students as the main body of learning;The teacher’s lesson preparation is not sufficient,and the problem design is overly preset with answers;Teachers have insufficient understanding of students,etc.On the student side: The student’s awareness of problems is relatively weak.The third part is to propose targeted and effective strategies to address the main issues presented in the effective questioning of middle school Chinese language classroom teachers.Before class: The teacher carefully sets classroom questions;In class: Stimulate students’ problem awareness and provide them with reasonable evaluations;After class: Teachers focus on reflection after classroom questioning.The fourth part is the conclusion,summarizing the research results of this paper,while pointing out the shortcomings of this research and the prospects for implementing suggestions.This study hopes to combine the special learning period of junior high school and the specific discipline of Chinese to put forward more targeted strategies for effective questioning.And call on more frontline Chinese language teachers in junior high schools to actively pay attention to the effectiveness of questioning,strive to find more ways to promote effective questioning in junior high school Chinese language classrooms,and propose more actionable and implementable suggestions.