Research On The Optimization Of Classroom Questions Asked By Novice Primary School Chinese Teacher

As a unified course of instrumental and humanistic nature,the foundation and importance of language are self-evident.Classroom questioning is an important part of the primary school Chinese classroom,which directly affects the efficiency of classroom teaching.Therefore,for novice teachers who have just entered the workplace and are not skilled in teaching work,they should pay more attention to their own classroom questioning level,improve the quality of teaching,and promote their professional growth.This study compares the classroom questions of expert teachers and novice teachers in the form of homogeneous lessons,focuses on exploring the shortcomings and causes of novice teachers’ classroom questions,and puts forward optimization suggestions for novice teachers’ classroom questions.Nvivo11 was used as a coding tool to scientifically investigate novice teachers’ classroom questioning.The use of Nvivo11 allows for more structured coding of large amounts of primary textual material and allows for repetition of the research process,increasing the reliability,accuracy and efficiency of the study.This paper compares the classroom questioning of the two types of teachers in terms of the number of questions asked,the targeting of the questions,the clarity of the questions,the targeting of the questions,and the choice of the questioning format,and explores the shortcomings of novice teachers’ classroom questioning.The study found that the shortcomings of novice teachers’ classroom questioning were that the number of questions asked by novice teachers was relatively frequent;the level of questioning targeting was low;the level of questioning clarity was slightly weak;the target of questioning was less targeted;and the choice of questioning format was relatively homogeneous.Based on the above analysis,this paper further explores the reasons for the shortcomings of novice teachers’ classroom questioning,mainly because novice teachers do not attach enough importance to questioning,and their awareness of questioning is relatively weak;their preparation for questioning is lacking,and their classroom questions are slightly arbitrary;they ignore the development of students’ thinking,and their teaching philosophy is lagging behind;they neglect the main body of the classroom,and their students’ main cognition is lacking;their professional knowledge is inadequate,and their language professional foundation is relatively poor.The five aspects of the classroom are: the lack of professional knowledge and the loss of basic language skills;the limitations of the questioning approach and the shackles of the development of their own questioning level.Based on the results of the above analysis,this paper makes suggestions for optimising novice teachers’ classroom questioning from the following aspects: novice teachers should pay attention to classroom questioning and regulate the quantity of questions;design core questions to ensure the quality of questions;pay attention to students’ thinking and improve the target orientation;respect students’ subjects and pay attention to students’ differences;improve professionalism and be flexible in the way they ask questions;and improve their reflective awareness and update their teaching philosophy.It is hoped that this will provide some reference for enhancing the classroom questioning of novice language teachers.