Classroom questioning is an effective means for teachers to guide and promote students to understand the text and learn the text language by creating question situations and setting questions according to the teaching purpose and learning situation. However, in actual teaching, there are still some teachers who are not sure about the connotation of classroom questioning, have insufficient understanding of its importance, and turn a blind eye to many problems in classroom questioning, even unconsciously. Therefore, the author wants to analyze the above problems on the basis of combining theory with Chinese teaching examples, so as to enrich Chinese teacher teaching and classroom questioning research.
Keywords: Chinese teaching; Ask questions in class; Problem analysis; Discussion on countermeasures
Effective classroom questioning can stimulate and adjust students' thinking activities, deepen students' intentional attention and memory of teaching priorities, adjust classroom atmosphere to a certain extent, create situations, and promote the establishment of harmonious teacher-student relationship. However, in the actual teaching process, the role of questioning is often unsatisfactory. How to optimize classroom questioning, so that it can really become an important means to promote students' thinking, promote the realization of classroom teaching objectives and feedback classroom teaching results in time is a problem that every teacher and educational researcher must face and think about.
First, an overview of the connotation of classroom questioning
Classroom questioning, in short, is the question that teachers ask students according to the classroom content and students' learning situation in the teaching process. It can be said that classroom questioning is composed of a series of classroom questions. But? Although the sparrow is small, it has all the organs? Although classroom questioning is a few questions, the specific connotation of classroom questioning includes the meaning and nature, types and requirements, importance and so on.
As early as 19 12, the psychologist Stevens pointed out that teachers ask about 395 questions every day, about 2-4 questions per minute, and the teacher's questioning time accounts for 80% of the teaching time. [1] Therefore, questioning in class is one of the most important teaching links and plays an irreplaceable role. Questioning in class can not only promote students' learning, but also open students' thinking and adjust the classroom atmosphere. It runs through all aspects of teaching and is one of the most important steps in classroom teaching. The success of classroom questioning determines the teaching quality of a class, embodies the teaching level, professionalism and experience of teachers, and affects students' learning interest and learning effect.
Second, the current problems in classroom questioning
Although classroom questioning is widely used, teachers have different understandings of the art of questioning in actual teaching, which leads to uneven teaching results. The existing problems mainly include:
(A) the goal of the question is not clear
The question was not carefully set, and it was too arbitrary to think of it. And show it? Habitual problems? , for example? Isn't it? 、? Right? , and the mantra. [2] Questions without clear goals can easily lead to too many questions in the classroom, making the classroom a stage for teachers to ask questions, asking questions without speaking, and the form is greater than the content.
(2) The problem is difficult and uncomfortable.
The topic is too simple for students to think about. The topic is so difficult that students dare not even think about it. These situations are easy to make the topic deviate from them? Starting point? It is also easy for students to lose interest in learning.
(C) not for all students
Proper use of questions can not only stimulate students' enthusiasm for learning, but also let teachers know how students at different levels master knowledge points. If the teacher is too partial to a few students, it is easy to dampen students' enthusiasm for learning.
(d) Lack of timely and pertinent evaluation of students' answers
The evaluation of students' answers needs to do two things: one is timely, and the other is to the point. The first is timeliness. Some teachers are noncommittal after students' answers, which leads to students' inability to get the real answers to questions, especially junior high school students, who need teachers' evaluation to record the correct answers to questions. Then it is relevant. Teachers should give priority to encouraging students, otherwise it is easy to negotiate students' learning enthusiasm, but this does not mean that all students' answers are correct.
(E) lack of thinking time
Because teachers are not sure about the class time, and some teachers are eager to show their original and brilliant opinions to students, which leads to insufficient time for students to think. Tell the students the answer when they don't think deeply. A mystery? After being inspired by the teacher? Epiphany? Compared with teaching, the effect will be much worse, which is not conducive to students' thinking training.
Third, how to ask effective questions in class
After the above explanation, we realize the importance of classroom questioning and have a certain understanding of the problems existing in classroom questioning. So, how to ask questions effectively in class? In my opinion, there are two main points:
(A) to have a clear purpose of asking questions
? The goal is the guide of all actions? Asking questions is valuable only if you know why you ask them. The author believes that the main purpose of asking questions is:
1, which emphasizes the key points of teaching and is easy to understand the teaching difficulties.
For example, what is the teaching focus of the article in memory of Bethune? Learn the argumentative writing techniques of this article, with the emphasis on narration before discussion. ? So the teacher can ask the following questions? What kind of writing techniques are used to describe Bethune's spirit in the first, second and fourth paragraphs of the article, and what are the benefits?
2. It is convenient for students to grasp the content and emotion of the article.
For example, in memory of Bethune, the last paragraph, with? From this perspective, you can be a person who is of great benefit to the people. ? You can end this article. Why did the author add it? A person's ability varies greatly, but as long as he has this spirit, he is a noble person, a pure person, a moral person, and a person who is free from low tastes and beneficial to the people. ? This sentence?
3. Establish links between different articles or different contents of the same article, so as to consolidate old knowledge and learn new knowledge.
If you are studying Moonlight on the Lotus Pond, can you ask the following questions? We have studied the back of Mr. Zhu Ziqing. What is his prose writing style?
Choose the best time to ask questions.
What is the best time to ask questions? Opportunity? Got it. In the teaching process, there are two main reasons for catching the opportunity to ask questions: one is the joint point of understanding the ideological content of the text, and the other is the teaching difficulty. [3] Specifically, there are the following three manifestations:
1. There are contradictions or inconsistencies in the article.
It will be in many texts? Abnormal? Where, in these? Abnormal? Asking questions from different places is easy to arouse students' thinking and make them understand the ideological content of the article more deeply. For example, in the text "I have a dream", the teacher can ask questions like this: As we all know, the general speech is to state what my dream is first, why I have such a dream, and then talk about how to realize it. Why did Dr. King put my dream at the end of his speech? This problem is easy to attract students' attention. Students will find that putting my dream at the end will make the speech more inspiring and appealing, which is an expression skill of this genre.
2、? A word? Emotional department
Many articles will use a single word to express feelings. On the surface, it seems dull and impermanent, but in fact it entrusts the author's thoughts and feelings when writing. For example, In Memory of Bethune? I am very sad about his death. ? Teachers can ask the following questions. Release? what's up Can you remove it? Why do students discover through thinking? what's up There is an emphasis here, and the tone is very heavy, which simply expresses the author Mao Zedong's deep condolences. Such questions help students to understand and grasp the author's thoughts and feelings more deeply.
3. Places that easily arouse students' imagination and association.
Many articles have omissions and blanks. Asking questions in these places can effectively improve students' imagination, expression ability and logical thinking ability, and help to understand the content of the article. For example, in the article Temple of Forest Snow Mountain, the teacher can ask: Imagine if the bartender didn't inform Lin Chong and let Lin Chong overhear the conversation between the official camp and the police to assassinate him, would Lin Chong take the initiative to kill those three wicked people? Students may give two answers: first, no, because Lin Chong is cautious and loyal, has a strong feudal hierarchy and will not easily resist; Second, yes, because after a series of hidden dangers, Lin Chong has discovered the corruption and evil of the superior rulers, and his feudal hierarchy thought is collapsing bit by bit. Through this question, students will have a deeper understanding of the content of the article, and it is also convenient to solve the teaching difficulties and master the main content, thoughts and feelings of the article.
In a word, classroom questioning is an indispensable teaching method in the teaching process, and it is very important to improve the scientificity of classroom questioning. But? There are some teaching methods, but there is no fixed method. The key is to get the right method. ? Improving the questioning skills in middle school Chinese classroom is not a one-off event, nor can it be completed simply by learning theoretical knowledge. It requires teachers to constantly explore and improve in the actual teaching process, and educational researchers to constantly study and enrich relevant theories. (Author: ludong university College of Literature)
References:
[1] Quoted from Chen Ling's "A Summary of Teachers' Questioning Research at Home and Abroad". [J]。 Basic Education Research, 2006, (09).
[2] Ruan Mingming, also talk about the misunderstanding and countermeasures of Chinese classroom questioning. [J]。 Chinese world, 20 10, (12).
[3] Dong, middle school Chinese classroom questioning optimization strategy. D。 Jiangxi Normal University, September 2004.
In the era of knowledge-based economy explosion, the influence and function of education on the country, society and individuals is far-reaching and can not be ignored. Since the human society entered the 1980s, countries all over the world have started to carry out curriculum reform, striving to promote the rapid development of education, and set off the climax of curriculum reform. The position and function of Chinese curriculum determines its importance and complexity in curriculum reform, which has aroused educators' profound discussion and active exploration of Chinese curriculum reform.
Keywords: Middle School Chinese Curriculum Reform Countermeasures
Our country promulgated the Chinese syllabus for junior and senior high schools in 1992 and 1999. Without exception, it is pointed out that Chinese is a basic course, which is the basis of learning other subjects and plays a fundamental role. It is not difficult to see that the importance of Chinese curriculum is far greater than that of other disciplines, which determines that its reform plays a decisive role in China's curriculum reform and will inevitably arouse widespread concern in society.
At the end of the 20th century, Beijing literature published a series of? Worried about Chinese education in China? The article has caused extensive discussion and reflection in the education field and even in all fields of society, and then some new ideas about the reform of Chinese curriculum in middle schools have emerged, such as attaching importance to individual differences of students, cultivating students' cooperative inquiry ability, and attaching importance to the cultivation of emotions, attitudes and values, which have played a role in promoting the reform of Chinese curriculum in middle schools. Then, in April, 2003, Chinese Curriculum Standards for Ordinary Senior High Schools (Experiment) marked a new stage of Chinese curriculum reform in middle schools.
First, the status quo of Chinese curriculum reform in middle schools
Since the curriculum reform, many changes have taken place in the Chinese classroom: the classroom atmosphere is more relaxed and lively than before, and the traditional one is no longer implemented? Cramming at the last minute? The education with cooperative inquiry learning as the main mode makes students gradually become the masters of the classroom; Teacher-student relationship from traditional? Superior and subordinate? Quietly transformed into equal mutual respect and trust, students gradually become the main body in the relationship between teachers and students, and actively seek communication and exchanges with teachers when problems arise. Has the teacher changed from tradition? Trainer? Become a close friend of students; The content of Chinese course in middle school is no longer boring, but has increased the content of poetry appreciation, reading guidance of famous books, social practice and so on. And more inclined to students' hobbies, close to students' social life, linking classroom with practice, and promoting students' understanding and practice of knowledge; With the development of modern educational technology, multimedia teaching methods are more and more used in curriculum teaching, such as playing ancient poems and reciting, which are the changes of Chinese curriculum reform in recent years.
However, problems in the reform process are inevitable. Due to the limitation of traditional culture and other factors, the reform of Chinese curriculum in middle schools in some areas has achieved little effect, basically taking the traditional path? A word? 、? Full house irrigation? The old way, curriculum reform? New? Everywhere, areas that are actively reforming will increase the course content because of the reduction of class hours, so that students' learning and teachers' teaching can not be completed; The reform of teaching materials strives to promote students' autonomous learning and cooperative inquiry, but ignores the teaching of systematic cultural knowledge. Chinese courses in middle schools include Chinese courses in junior high schools and Chinese courses in senior high schools, while Chinese courses in senior high schools pay attention to the transmission of systematic cultural knowledge while seeking novelty, because Chinese courses in senior high schools need to accumulate knowledge while cultivating their abilities. After students dominate the classroom, they become the main body of classroom learning. Because it takes some time to discuss and explore learning, the efficiency of classroom teaching is relatively low, and the learning progress is slow, which will inevitably increase the teaching pressure of teachers and the resistance is inevitable. Although the evaluation method has changed from the traditional single to multiple, it is still dominated by the traditional summative evaluation. These are inevitable problems in the process of reform. China has a long cultural and historical tradition and a deep-rooted traditional educational concept, which has certain constraints on educational reform and will inevitably become a stumbling block to the reform of Chinese curriculum in middle schools. When new things first appear, people will inevitably have doubts and conflicts at the beginning, resulting in slow or no reform process. At the beginning of the curriculum reform, everyone crossed the river by feeling the stones. They can only carry out reform experiments while reviewing shortcomings and summing up experience. So the problem is inevitable. The only thing we can do is to further deepen the reform of Chinese curriculum in middle schools on the basis of drawing lessons and summing up experience.
Second, the middle school Chinese curriculum reform countermeasures
In view of the problems existing in the process of Chinese curriculum reform in middle schools, the author puts forward the following countermeasures in an attempt to make up for the deficiencies:
(1) In terms of curriculum implementation, we should first enhance the interest of Chinese courses in middle schools, apply attractive methods such as multimedia means or games in course teaching, and arouse students' initiative in learning. Secondly, we should inspire and guide students to explore problems and improve their ability to solve problems. Thirdly, teachers analyze difficulties during lectures, which not only trains students' independent thinking ability, but also improves classroom efficiency under the teacher's explanation. Finally, at the end of the course, guide students to make a good summary of the class, and promote the cultivation of ability while accumulating knowledge.
(2) In terms of teacher training, Chinese teachers are always in the forefront and pioneers in the process of Chinese curriculum reform in middle schools. The implementation of reform can not be separated from teachers. Teachers' ideas and professional level directly affect the reform effect, because teachers have the most direct effect on students, so we should pay attention to teachers' training plan and teachers' continuing education. Teachers should keep pace with the times, pay attention to the improvement of their professional quality, re-study teaching materials and improve teaching methods according to the new requirements of reform, actively cooperate with the implementation of curriculum reform, and promote the development of education and teaching.
(3) In the development of teaching materials, on the one hand, we should pay attention to the practicality and scientificity of teaching materials, and the teaching materials should have distinctive times and rich cultural connotations. Attention should be paid to students' physical and mental development and the characteristics of knowledge logic when compiling. On the other hand, we should properly develop local textbooks and school-based textbooks as auxiliary textbooks to enrich the content of Chinese textbooks and make them have distinctive characteristics.
(4) in the course evaluation, establish an evaluation system for students' all-round development and a system for promoting teachers' continuous improvement, so as to urge students and teachers to constantly reflect and improve themselves and abandon the past? A roll for life? Mode, continue to reform and improve the examination system.
Third, the conclusion
In recent years, great achievements have been made in the reform of Chinese curriculum in middle schools, but there is still a long way to go. We should actively and patiently solve the problems in the reform process, make it more perfect, truly adapt to the needs of the times, make students better adapt to the development and needs of the times, and then promote the development of society and even the whole country.
References:
[1] Zhu. Chinese curriculum and teaching theory in middle schools [M]. Higher Education Press, 2005.
[2] Han. On Chinese curriculum reform in middle schools [J]. Charming China, 20 10.
[3] Liu Miao. Pedagogy in contemporary China [M]. Higher Education Press, 2005.
As the accumulation of China's 5,000-year-old culture, Chinese has inherited the long historical connotation of China. However, in many aspects, the learning effect of Chinese is not satisfactory. In order to make middle school students really like Chinese and willing to go to the palace of Chinese, this paper studies? Combination of reading and writing? I hope that its role in Chinese curriculum in middle schools can attract more attention and provide some reference for teachers.
Keywords middle school Chinese innovative writing, combination of reading and writing
Writing and reading, as the core elements of junior high school Chinese teaching, are the key and difficult points of junior high school Chinese teaching. The effective combination of the two can improve the teaching effect to a certain extent and help students develop their own Chinese learning ability. And everyone is a seed, and the difference of its growth depends only on what kind of culture is given. By the same token, teachers, as the breeders of students' seeds, should strive to cultivate them properly if they want to germinate and grow their seeds. So how should teachers, as cultivators, cultivate students' Chinese seeds? After years of teaching experience, the author summed up? Combination of reading and writing? Practice has proved that this method can effectively stimulate students' interest in learning Chinese and improve their enthusiasm and ability to learn Chinese.
First, pay attention to comparative imitation and persist? Say-read-write? Teaching mode based on
Most middle school students who have just entered adolescence are easy to be full of confidence and listless, and have psychological characteristics of large emotional fluctuations. In addition, because primary school composition mostly adopts situational teaching, focusing on cultivating students' thinking ability in images, and then developing to abstract thinking, primary school composition teaching mostly adopts comparative imitation as teaching method. Junior high school composition teaching pays attention to observation and description, and cultivates and improves students' ability to observe things carefully, so that they can describe things accurately and vividly. In view of this, teachers can combine? Combination of reading and writing? First of all, let students imitate writing, because imitation writing is the least difficult and students are willing to accept it, which will increase students' interest in learning Chinese and better connect learning methods at different stages.
Let the students read the original text and appreciate its beauty. On this basis, students can imitate. In this way, students can master relevant expression skills and improve their writing level. For sentences, we can imitate the structure of sentences and the rhetorical devices in articles; For a paragraph, you can imitate its paragraph structure, expression and so on. For example, in the lesson of "reciting", there are a lot of detailed sentences and rhetorical devices such as metaphor and parallelism are used. Structurally, the sentence pattern is rigorous and coherent, and the language use is also very beautiful and smooth. Therefore, let students appreciate the content of the article many times, walk into the inner world of teacher Zhu Ziqing, and then let them write a related exercise in combination with their real life. The article vividly describes the process of a father saying goodbye to his son. Climb slightly? And other verbs, teachers should let students carefully understand the emotional color expressed by these verbs, and then imitate and write a paragraph, trying to describe a familiar scene.
Second, pay attention to innovative writing and persist? Say-read-imagine? Teaching mode based on
After the enlightenment of primary school, the students' way of thinking has been improved accordingly. For middle school students, the goal of composition teaching is to let students grasp the content of the article as a whole, and then clarify the theme, deepen understanding, understand the author's inner world, let students give full play to their creativity and imagination, and cultivate students to continue, expand, rewrite and innovate the local content of the article.
Based on this, teachers can choose some ancient poems for students to practice, which can make some originally abstract contents more vivid and intuitive. In addition, it can also cultivate students' three-dimensional knowledge and multi-dimensional cognition, and the content becomes more interesting. For example, when the research is still in progress, the teacher can let the students continue to write according to their own imagination, and guess the change of the character's attitude and what may happen after the protagonist becomes an ordinary person. This can deepen students' understanding of the knowledge points of the article, and also reduce students' resistance to boring classical Chinese poetry to some extent, so that students can no longer resist ancient Chinese poetry, cultivate certain humanistic feelings, and improve their writing ability to varying degrees.
Third, the combination of in-class and out-of-class can stimulate innovative thinking and creative writing.
In training students to fully understand and grasp the expression, structural thinking, writing methods, writing themes and so on. Combining reading and writing, promoting writing by reading? Teaching mode is particularly important. In addition, teachers should dig deeper into the article, so that students can fully understand the content of the article, understand the thoughts and feelings expressed in the article, and facilitate students to cultivate their expression ability from low to high. Teachers can cultivate students by appreciating words, sentences and texts, and then asking students to write post-reading, topic composition or proposition composition. When assigning tasks, teachers can remind students that they can write in different forms, such as copying, rewriting, continuing to write texts, or gathering multiple texts in one article. This kind? Combination of reading and writing? Our teaching model is just suitable for the psychological characteristics of middle school students and makes them feel fresh. At this teaching stage, teachers must ask students not to be bound by the original text, not to repeat the original text, and not to violate the original text. They must write with their true feelings on the premise of reading the full text, so as to give full play to students' thinking, cultivate students' imagination, and learn the reading habit of tasting articles and thinking in articles.
For example, in the article "The Spirit of Knowing Things"? This meaning has two aspects: first, the only way to seek truth is to explore things objectively; Second, the process of exploration is not passive and passive, but imaginative and planned exploration. I hope that our generation will have a new understanding and thinking about the concept of "matter and knowledge", so that the experimental spirit can truly become a part of China culture. ? Then, the teacher asked the students to talk about how to understand this sentence according to the content of the article, and write a short essay on this sentence. For another example, after learning the article "Young Einstein", you can contact the content of the text and let students freely use their imagination to fill in the blanks. For example, what will happen if Einstein's absurd and weird ideas are not accepted by teachers and classmates? What is Einstein's inner world at this time? In addition, there are related illustrations in middle school Chinese classes. Teachers can let students describe illustrations in literary ways, which can train students' language application ability, accompanied by strong emotional color, flexible use and various ways.
Fourth, conclusion.
To sum up,? Reading? With what? Write? Are two indispensable core elements in junior middle school Chinese teaching, and? Combination of reading and writing? Our teaching mode can only play a role through long-term practice. Therefore, teachers, as students' trainers, must cultivate students' good reading habits. Reading? With what? Write? The combination of the two can enrich the classroom connotation, make teaching more vital, and thus improve students' writing ability in a real sense.
References:
[1] Hu Bofeng; Wang; Middle school Chinese? Read, write, comment and interact? [J] learning methods; China Science and Education Innovation Guide; 20 1 1(36)
[2] Chang Li; Junior high school Chinese? Combination of reading and writing? Analysis of teaching mode [J]; Chinese teaching newsletter? Journal d (academic journal); 20 12(02)
[3] Lu Xinquan; ? Combination of reading and writing? With what? Integration of reading and writing? On Language Training in Chinese Teaching [J]: Modern Teaching; 2008(03)