| The primary school stage is the key period for students’ thinking enlightenment.Whether teachers can carry out effective thinking training for students through classroom questioning is an important factor that determines whether their thinking quality can move from low level to high level.However,it is far from enough to apply the theory of higher order thinking to practice research in primary Chinese subject,and there are even fewer studies on the cultivation of higher order thinking in the context of primary Chinese classroom teaching.In order to better integrate the theory of higher-order thinking into the practice of primary school Chinese classroom teaching and help novice teachers to improve students’ thinking quality,it is necessary to conduct a comparative study on the classroom questioning of expert and novice primary school Chinese teachers pointing to the cultivation of high-level thinking.Based on literature analysis,this paper sorts out the types and characteristics of higher order thinking problems in Chinese classroom.Combined with classroom observation method,interview method and comparative study method,10 classes of primary school Chinese expert teachers and 10 classes of novice teachers were observed in a non-participatory way of classroom teaching,and 6 expert teachers and novice teachers were interviewed in depth.Starting from three dimensions of question design,way of questioning and response feedback,the differences between the two kinds of teachers in cultivating students’ advanced thinking through classroom questioning were compared.On this basis,the characteristics of classroom questioning by expert teachers are summarized,the problems existing in classroom questioning by novice teachers are summarized,the reasons for the differences between the two types of teachers are extracted,and the improvement strategies for improving the classroom questioning level of novice teachers are proposed.Through research and analysis,the differences between the two types of teachers are summarized as follows: expert teachers are better at assigning and applying different types of problems;The way of questioning is more valuable for thinking training;They are better at stimulating students’ deep thinking by using rational answers.The characteristics of classroom questioning by expert Chinese teachers in primary schools are as follows: the question design is meticulous and exquisite;The way of asking questions has changed;Feedback is positive and specific.The problems existing in the classroom questioning of novice Chinese teachers in primary school are as follows: the proportion of advanced questions is insufficient;The direction of the problem expression is unclear;Answer feedback lack of thinking guidance.The reasons for the differences are as follows: the novice teacher’s positioning of the classroom questioning function is not accurate;Inadequate understanding of the concept of higher order thinking;The way of thinking training for students is not flexible;Do not take the initiative to summarize and reflect after class.On this basis,the paper puts forward the improvement strategies of classroom questioning for novice Chinese teachers in primary schools: adjusting the proportion of questions at different cognitive levels;Dig deep into the thought cultivation value of teaching materials;Improve the level of problem hierarchy and logic;Flexible use of core issues and issue chains;Enhance the motivation and diversity of response feedback;Attach importance to the summary and reflection of class questions after class.Strive to improve the level of classroom questioning of novice teachers,promote students’ thinking development and improvement. |
