A Study On Teachers' Classroom Questions In Junior Middle School Chinese Reading Teachin

As a basic way of communication between teachers and students and an organic component of classroom teaching,teachers’ classroom questioning aims to trigger students’ cognitive conflicts through questions and promote students’ deep processing of knowledge.As an important part of Chinese,reading is not only the main way for students’ spiritual growth,but also the basis for the development of students’ comprehensive Chinese literacy.The Chinese Curriculum Standards for Compulsory Education(2022 Edition)emphasizes the dialogical nature of reading teaching.As the leading way of dialogue and the key point of teaching,teachers must give full play to the leading role in classroom questioning,implement the student centered approach,constantly optimize the problem design,and guide students to form a higher level of understanding of the text in the process of asking questions and answering questions.This paper takes junior middle school Chinese reading teaching as the research object,mainly adopts the literature research method,case study method,classroom observation method and survey method,takes teachers’ classroom questioning as the starting point,combs the current research status of teachers’ classroom questioning in Chinese reading teaching,and puts forward countermeasures against the more prominent problems in current junior middle school Chinese reading teaching teachers’ classroom questioning as shown by the data survey.The thesis is divided into six parts.The first part is the introduction,which mainly expounds the origin,current situation,methods and significance of the research.The second part is an overview of the core concepts of teachers’ classroom questioning in junior Chinese reading teaching.Firstly,it explains the relevant concepts of teachers’ classroom questioning in junior middle school chinese reading teaching,secondly summarizes the characteristics of teachers’ classroom questioning in junior middle school chinese reading teaching,and finally analyzes the theoretical basis of teachers’ classroom questioning in junior middle school chinese reading teaching.The third part is the investigation and analysis of the current situation of teachers’ classroom questioning in junior Chinese reading teaching.Mainly for the target schools,through questionnaire survey,classroom observation and interview survey,the current situation of classroom questioning of junior middle school Chinese reading teachers has been investigated and analyzed,and the main problems existing in the current classroom questioning of junior middle school Chinese reading teachers have been summarized.First,due to the answers,there is a lack of awareness of question inquiry;Secondly,the attention to the students’ subject is not enough,and the questions are formalized;Third,questioning is limited to presupposition and lacks generation;Fourth,the problem type is single and the development is insufficient.The fourth part is the design strategy of teachers’ classroom questioning in junior Chinese reading teaching.This paper mainly puts forward some coping strategies for the problems existing in the teachers’ classroom questioning in the current junior middle school Chinese reading teaching.That is to give full play to the role of teachers and students as the main body,and strengthen the awareness of teachers and students’ problems;Build a harmonious relationship between teachers and students,optimize the problem situation,and mobilize students’ enthusiasm;Clarify the starting point of questioning,base on the differences between teachers and students’ text feelings,and optimize the problem design;Give effective feedback to students’ answers and promote effective classroom generation.The fifth part is the case of teachers’ classroom questioning in junior Chinese reading teaching.It mainly combs the practice cases of teachers’ classroom questioning in junior middle school Chinese reading,and analyzes the effectiveness and shortcomings of classroom questioning in this teaching practice.The sixth part is the conclusion.It mainly summarizes the problems that teachers need to pay attention to in classroom questioning in junior middle school Chinese reading teaching,and puts forward prospects for future in-depth research.