| Under the background of the new era,classroom teaching should not only get rid of the shackles of traditional teaching,but also move towards an effective classroom that reduces the burden and improves the quality.Questioning is the most widely used teaching method in classroom teaching,and it is also an important topic of effective teaching research.The new curriculum standard advocates cultivating students’ creativity and inquiry ability,and making students willing to participate in discussions and dare to express their opinions.The function of questioning is not only to improve students’ knowledge and ability,but also to enlighten their thinking,call their emotions and lead their values.However,looking at the current Chinese classroom teaching in primary schools,the value of asking questions has not been fully exerted.Based on the field theory,this study studies the questioning behavior in primary school Chinese classroom from the perspective of classroom field,which enriches the theoretical basis of traditional research on classroom questioning and provides some reference strategies for primary school educators.Through questionnaire,interview and observation,this paper investigates and studies the effectiveness of questioning in primary school Chinese classroom.A questionnaire survey was conducted among 282 fifth-grade students to understand the current situation of questioning in primary school Chinese classroom.In order to further verify and enrich the survey information,the author made a classroom observation on the fifth-grade Chinese class in Z school in Z city,focusing on the statistics of call-and-answer,waiting-and-answer,rational-answer and students’ response feedback.In order to better analyze classroom questioning behavior,six in-service Chinese teachers and six fifth-grade students were interviewed.Through investigation,it is found that the effectiveness of asking questions in primary school Chinese classroom is not high.Specifically,there is a lack of question presupposition at the level of effectiveness presupposition,lack of academic considerations on the basis of presupposition,and lack of multiple possibilities in the answer field;The implementation level of effectiveness is the lack of "interest" and "action" in questioning,"equality" and "thinking" in waiting for answers,"global interaction" in calling and answering,"promotion by prompting" in reasoning and answering,and "active feedback" in students’ responses.The level of effective reflection is the lack of reflection consciousness of teachers’ questions,the generalization of reflection content and the simplification of reflection ways.By using Bourdieu’s field theory,three concepts,field,capital and habit,are used to analyze the causes of the lack of effectiveness of questioning in primary school Chinese classroom.The analysis shows that the main reasons include the oppression of field position and rules,the disparity of capital strength and the vicious circle of habit concealment.Three transformation strategies are put forward to solve the problem of insufficient field interpretation of classroom questioning,which specifically refer to reconstructing field environment,balancing capital conflict and activating habit mechanism. |
