Exploring The Art Of Questioning In Junior High School Chinese Language Teaching

This article focuses on a new teacher who has been teaching middle school Chinese for six years and is about to complete the second round of teaching.It explores and analyzes her views on the art of questioning in classroom teaching,and also takes the teaching research of famous teachers as an example to summarize their teaching art of questioning,hoping to inspire and reference the art of questioning for middle school Chinese teachers in the classroom.This article will observe the classroom teaching of frontline Chinese teachers,focusing on the questioning process in their classrooms,while collecting their classroom research results,teaching resources such as courseware and demonstration manuscripts,reflecting on the shortcomings in classroom problems,summarizing the characteristics and skills of teacher classroom questioning,and exploring the reasons for their formation.The article focuses on analyzing the teaching records of famous teachers in the classroom,summarizing the teaching and educational art of masters in questioning in the classroom,and discovering the characteristics of questions raised in the teaching process,such as clear direction,inspiring questions,and innovative questioning methods,in order to explore what is deep and effective questioning,what is artistic questioning,and how to effectively disseminate scientific knowledge to students and conduct humanistic education to stimulate students’ thinking and improve their Chinese literacy.By comparing the differences between the case teacher and the famous teacher’s classroom teaching questioning,and analyzing the subjective and objective factors that affect the art of questioning in the classroom,the inspiration and thinking of the art of questioning in the classroom are summarized.The article is organized as follows: Chapter 1 starts with an explanation of the relevant concepts in questioning in Chinese classroom teaching,briefly introducing the types,functions,and art of questioning,in order to explore the significance of this article.Then,starting from the content of questioning,Chapter 2 first introduces the hierarchical principles of classroom questioning,and then formulates strategies for different depths,breadths,and difficulties of questioning based on students’ different reading abilities,in order to improve the content of classroom questioning.Chapter 3classifies the reading teaching of different genres in textbooks,and explores the strategies and skills of questioning for classical Chinese,poetry,and modern prose reading topics.Furthermore,starting from the form of questioning,Chapter 4 introduces the process of classroom questioning,compares the differences between preset questions and generated questions,and finally explores the methods and skills of questioning at different stages of the classroom,in order to improve the effectiveness and quality of questioning.Chapter 5 starts from the language of questioning,first introduces the basic expressions of classroom questioning language,then explains the artistic characteristics of classroom language,and finally combines the above characteristics to give specific implementation paths for improving classroom questioning language.In summary,this article elaborates on new thinking and inspiration for teachers on classroom questioning from five aspects: the art of questioning concept,content design of questioning,characteristics of questioning for different genres,timing arrangement of classroom questioning,and artistic characteristics of questioning language.