Keywords: primary school Chinese; Ask questions in class; Effectiveness strategy

Questioning in class is the most commonly used means for teachers in class, and it is also an effective way to test students' learning effect and enhance the communication and interaction between teachers and students. Therefore, teachers should fully realize the importance of questioning in class and adopt scientific and effective questioning strategies in class to give full play to their functions and values.

First, the primary language classroom questions problems

Validity is the starting point of thinking. Without problems, thinking becomes passive water and rootless wood. Questioning in primary school Chinese class plays an important role. However, if it is used improperly, it will also cause adverse effects and many problems:

Video duration: 24:34 Master Zhao Da answers students' questions and plays: 8 176 Comments: 943 1 person.

1. Asking questions is too simple. This will make students think, but it is of no value. Some teachers like to ask questions like "Yes", "Good" and "Right". Such questions are worthless and will only make students' thinking untrained.

2. The question is not clearly expressed. Language is the most important communication tool for human beings, and people use it to communicate their thoughts and feelings. The language of teachers' questions plays a particularly important role. However, some teachers often use ambiguous, ambiguous and ironic language in their teaching. These languages not only can't convey information scientifically and accurately, which makes students misunderstand and feel at a loss, but also are unprofessional, and can't establish a harmonious relationship between teachers and students and a harmonious learning atmosphere.

These questions are both vague and difficult. Some questions are vague and difficult to understand, and there is no pertinence in teaching, which makes students puzzled. For example, ask students at the beginning, "What is the text written?" "What are the characteristics of writing?" For students, you can only start without giving it, because they don't have a perceptual and comprehensive understanding of the text content. How to answer?

4. Asking questions is a desire for success. Some problems are too eager to be achieved. Some teachers don't give students enough time to think after asking questions, and they don't answer immediately, which will only suppress students' thinking training. Even some questions are not creative. Every article is the same question, "What is this text about?" "What is the center of the article?" In the long run, students will get bored.

Second, effective questioning strategies in Chinese classroom teaching in primary schools

1. Ask questions that help to stimulate students' interest.

Everyone has curiosity. Strong curiosity will enhance people's sensitivity to external information, stimulate thinking, cultivate students' intentional attention and cultivate students' awareness of autonomous learning. Therefore, when asking questions in class, we should pay attention to the way of asking questions, change the angle of asking questions, make questions ingenious and thought-provoking, strive for novelty, stress new ideas, and avoid boring questions and repeating the same old tune. For example, when it comes to Suzhou gardens, Guilin's landscape is the best in the world. The beauty of Guilin lies in the mountains and rivers, and the beauty of Suzhou lies in the gardens. What are the characteristics of Suzhou gardens? Where is its beauty? After reading Suzhou gardens silently, please answer the teacher's question. "This kind of questioning-style introduction not only creates a questioning scene, but also stimulates students' interest in learning and seeking knowledge, and makes the direction of questioning very clear, mobilizing students' enthusiasm for autonomous learning.

2. Ask questions that help stimulate students' interest.

Everyone has curiosity. Strong curiosity will enhance people's sensitivity to external information, stimulate thinking, cultivate students' intentional attention and cultivate students' awareness of autonomous learning. Therefore, when asking questions in class, we should pay attention to the way of asking questions, change the angle of asking questions, make questions ingenious and thought-provoking, strive for novelty, stress new ideas, and avoid boring questions and repeating the same old tune. For example, when it comes to Suzhou gardens, Guilin's landscape is the best in the world. The beauty of Guilin lies in the mountains and rivers, and the beauty of Suzhou lies in the gardens. What are the characteristics of Suzhou gardens? Where is its beauty? After reading Suzhou gardens silently, please answer the teacher's question. "This kind of questioning-style introduction not only creates a questioning scene, but also stimulates students' interest in learning and seeking knowledge, and makes the direction of questioning very clear, mobilizing students' enthusiasm for autonomous learning.

3. Pay attention to students' questions and develop students' abilities.

Modern classroom questioning is not only the privilege of teachers, but also a powerful means for students to explore knowledge. Students have various reasons when asking questions and solving problems. A good classroom atmosphere often has a great relationship with teaching efficiency, while a relatively relaxed classroom atmosphere will make students happier, be more brave in putting forward different opinions and form a good concept of asking questions. For example, when teaching "Let's plant trees", I will come straight to the point and show the topic of the text directly. Students express their opinions. Let the students ask questions according to the topic of the text, and then the teacher can start teaching completely according to the questions raised by the students. This way fully taps the students' inherent potential, so that they can truly feel the sense of accomplishment of asking questions and acquiring new knowledge in a relaxed classroom atmosphere.

Teachers should give students timely evaluation.

In the process of Chinese classroom teaching, teachers should give students timely evaluation. The evaluation of classroom questioning is very important for students, so as to stimulate them to think better. If the teacher gives a correct evaluation immediately after the students answer, it will induce other students to have the same thinking and naturally lose their personalized thinking. After hearing the students give the wrong answer, if the teacher gives the wrong answer, it will make the students feel frustrated immediately. Therefore, after teachers ask questions in class, they should not only talk openly, but also pay attention to protecting the enthusiasm of the students, and use more encouraging evaluations, even if there are criticisms, don't hurt students' other self-esteem. In particular, teachers need to allow students to have different views, not to give correct or wrong conclusions easily, but to make temporary mistakes that students have. As an important teaching resource, for example, in the teaching of "Once Met", teachers need to guide students to analyze sentences describing their looks, and then ask: Why is Mr. Lu Xun so thin? After thinking for a period of time, the student replied that Mr. Lu Xun spent all the time of others drinking coffee at work. This shows that Mr. Lu Xun is selfless in his work. At this time, the teacher gave an encouraging evaluation: this classmate is good at skillfully applying what he has learned after class to the analysis of the text, and this learning method is worth learning. In this way, students can get some feedback information from teachers in time after answering, so as to constantly examine themselves in the learning process and effectively improve Chinese learning methods to enhance the efficiency of Chinese learning in the future.

References:

Cai Haiyan. A Study on the Effectiveness and Strategies of Questioning in Chinese Classroom in Primary Schools [D]. Liaoning Normal University, 20 12(04).

[2] He Shuzhen. A Study on Effective Questioning of Chinese Teachers in Primary Schools [J]. After-school Education in China, 20 12(09).

[3] Cheng Xiaoqiao, Wu Kangning and Wu Yongjun. A Study on the Object Differences of Teachers' Classroom Communication Behavior [J]. Education Review, 1995(2).