Therefore, effective classroom questioning should be based on reality, according to the knowledge and ideological content of teaching, grasp the key and difficult points of teaching materials, and carefully set questions and ask questions; In addition, according to students' knowledge level and psychological characteristics, we should find out the points of interest that can induce them to think and ask questions, so that the questions can really be asked to the hearts of students.
Questioning in Chinese class is the link between teachers and students. It has the following functions: it points out the direction of students' thinking; Stimulate interest in learning, drive curiosity and positive thinking; Cultivate self-study habits and improve self-study ability; Grasp the students' thinking direction and be targeted. In order to make classroom questioning achieve the above four practical effects, we must do the following: 1. 2. Questioning in class should proceed from the reality of the teaching materials, so that teachers can delve into the teaching materials, grasp the characteristics of the teaching materials, and clearly demand the position of the teaching content of the text class, so as to determine the teaching difficulties, design the teaching process and ask specific questions, which is conducive to students' learning thinking and teachers' guidance. For example, "Chinese Stone Arch Bridge": Students have just come into contact with the formal expository text, and they don't know enough about the content and writing of the expository text and narrative text, so classroom questions should be closely related to this point and ask these questions. For example, (1) Is the lesson "Chinese Stone Arch Bridge" an introduction to the characteristics of Chinese stone arch bridge or a narrative of the story of Chinese stone arch bridge? (2) What are the characteristics of stone arch bridges in China? (3) How are these features introduced in the text? The first problem is to let students quickly understand the differences between narrative and expository texts in specific things through students' thinking and teachers' guidance. The second problem is that the expository text should grasp the characteristics of things to introduce, so as to draw inferences. The third question is to grasp from which angles to introduce things. Through these three questions, under the guidance of students' reading and teachers' purposeful guidance, students not only mastered the important and difficult points of this lesson, but also filled in the shortcomings of students' learning cognition. 2. Questioning in class must also proceed from students' reality. The reality here refers to students' intelligence level and comprehensive Chinese ability, such as reading ability and oral expression ability of junior two students. At this time, the questions raised should take into account all levels of students, reflecting the characteristics of going from shallow to deep, so that teachers can guide students to advance synchronously and step by step through questions, and then achieve the purpose of solving practical problems. For example, the above three questions reflect this point. Second, according to the requirements of the syllabus, turn knowledge into ability. In classroom questioning teaching, the questions raised should follow the requirements of the syllabus and reflect the teaching purpose. Generally speaking, the questions raised should be designed according to such a procedure: overall grasp-detailed analysis-expanding migration-turning into ability. In the initial stage of classroom questioning, students are urged to master the whole text quickly and integrally and perceive the text. This kind of questioning not only helps to cultivate students' habit of reading quickly and effectively and the agility of overall thinking, but also helps to solve the contradiction of students' personality differences in class. At the same time, the teacher has mastered the students' perception, which provides the foundation and basis for further detailed study of the text. Detail analysis, a careful and meticulous analysis of the key paragraphs of an article. In the process of analysis, teachers can ask questions about details and guide students to grasp the relationship between details and the theme of the article in their questions, so as to transfer. Some questions related to the old classroom can be put forward, so that students can vertically connect classroom knowledge with what they have learned, broaden their thinking and conduct divergent thinking. Finally, you can turn questions and answers into reading ability. Third, the questions raised should be reasonable and clear, and the questions raised by teachers should be based on the actual situation of students, conform to the scope of students' thinking, and have certain thinking value, so as to mobilize students' initiative in learning, integrate knowledge through independent thinking and positive thinking, and thus improve students' ability to analyze problems. This requires that the design problem must achieve these three points: 1, and the design of the problem must have certain depth and difficulty. He is not a simple rhetorical question like "yes" or "no" or a very rigid and monotonous question about how to divide and summarize the paragraphs of the article and what is the center of the article, nor is it a coherent question formed by a teacher for his own convenience. Such simple questions are of little use to the improvement of students' comprehensive ability. 2, the problem design should pay attention to a certain span. This kind of question means that students have to read the whole paragraph, several paragraphs or even the whole text in order to read this question. The activity of this question is relatively large, and it is not a simple question without thinking. 3, there must be horizontal and vertical divergent thinking questions. This type of question requires students to compare and master old knowledge, find the same or different contents in old and new knowledge, find similarities in seeking common ground and differences in seeking differences, and promote the development of students' thinking and the formation of Chinese ability in solving problems. In a word, Chinese classroom questioning should be combined with the content of the text and emphasize the pioneering and migratory use of Chinese. Generally speaking, basic questions can be designed in new courses, and more pioneering and migratory questions can be designed in review courses and summary courses. Fourth, encourage students to ask questions, so as to learn from each other's strengths. Chinese questioning not only refers to a series of activities in which teachers ask questions and students respond passively, but also includes students asking rhetorical questions. Classroom questioning should achieve such an effect: teachers' questioning urges students to master content and knowledge, and students produce a series of creative questions on the basis of mastery. By further answering these questions, students' language ability has reached a new height, and these questions also pose certain challenges to teachers. In order to solve these problems, teachers must further study and enrich themselves. Teachers have improved their own qualities and fed back these abilities to students in their questions. In this way, the continuous virtuous circle will promote the improvement of teachers and students' Chinese ability, and at the same time attract students because of the challenging problems, resulting in a strong interest in Chinese, and finally form a Chinese atmosphere in which teachers and students study together and are very active inside and outside class. Fifth, point-to-point combination of teachers' questions should be addressed to all students in a focused way. Let all students have the opportunity to be asked and answered questions, so as to fully understand the learning and thinking situation of the whole class, so as to carry out more targeted teaching, so that every student can participate, experience the thinking process personally, and be trained in the development of language and thinking. Sixth, the combination of written and oral questions Because of the tight time in each class, in order to make classroom questions not only solve simple problems, but also expand, it is necessary to combine oral and written questions: oral questions focus on some student representatives; Written questioning is to ask questions from many aspects and levels, so that everyone can use their brains, expand their training, benefit a lot and improve the efficiency of classroom teaching. The organic combination of the two makes the classroom teaching compact and soothing. Seven, give students time to think after the question is put forward. Students should be given some time to think. In order to solve the classroom teaching task, we should not carry out forced question and answer, which will make students form the fear of answering questions and make the classroom a stagnant pool of silence for a long time. Therefore, teachers should focus on strengthening, encouraging, inspiring and guiding students to answer questions. In order to make the questioning really fruitful, besides paying attention to these, we should also pay attention to the skills of asking questions: First, choose a good starting point and don't be conventional. In order to avoid generalization, we must ask questions in an unexpected way from another angle. For example, when I was teaching "The Back", I asked "What details of my parents impressed you deeply". They became interested in the topic of "The Back" in the text and spoke in succession, forming a strong classroom learning atmosphere. The second is to ask questions in reverse and gain true knowledge. Some substantive problems are often not effectively solved by positive students. At this time, students can ask questions in turn, but the answer to the question is implicit in the inverse question. For example, "A Chang He", whether the author hates or likes A Chang is unclear to many students. At this time, I asked in vain: "Why does the article focus on the Classic of Mountains and Seas that Chang bought me?" As soon as the question was raised, the students suddenly realized, searched carefully, found out the details describing Chang, read the sentences describing her carefully and made a profound exposition. Finally, they concluded that although the eldest mother has many shortcomings, most of them are out of love for me, not to mention that she is kind, kind and helpful. It is really a problem to activate their intellectual resources. The third is to ask questions clearly and ask questions and answers. Some questions are too difficult for students to answer. At this time, it is necessary to adopt the methods of multi-layer questioning, multi-layer decomposition and multi-layer peeling of bamboo shoots to help students clear their minds and achieve the goal of breaking one by one and deepening one by one. For example, it is difficult to understand the relationship between the wearing of the "military coat" in the chameleon and the psychological activities of the characters. Such questions can be used to disintegrate divisions, such as what police officers said before putting on and taking off their military coats. What is the connection between these words? In this way, students can be helped to answer questions well through coherent questions and appropriate guidance from teachers. The fourth is to ask questions vertically. This means that when teaching a new class, students can ask questions in combination with the content of the old class. Then students can understand the main idea of the new lesson by answering the questions of the old lesson. For example, when teaching hometown, they can ask, "What is my feeling for the countryside in social drama?" Why do you feel this way? "After answering these two old questions and finding the direction of the answer, it is easy to answer the theme of the main course in my hometown. Eight, we must seize the opportunity to ask questions. If you are not angry or upset, you must not ask Confucius: "If you are not angry, you will not be angry. "The practice of classroom teaching has proved that only by raising high-quality questions at critical moments can we effectively mobilize students' learning enthusiasm and creative spirit, effectively highlight key points and break through difficulties. But whether or not to ask questions in class and when to ask questions depend on the different nature of the teaching content. Because asking questions is to inspire students to think and cultivate their thinking ability, teachers should use questions where students can and should think and get answers in teaching. You should not ask questions where you can know without thinking. While accurately grasping the opportunity, we should also pay attention to the appropriate pause after asking questions. American educational researchers believe that teachers should have two most important pauses in classroom questioning. Namely "the first waiting time" and "the second waiting time". "The first waiting time" means that teachers should wait for enough time after asking questions, and don't repeat the questions or assign students to answer them immediately; The "second waiting time" means that after the students answer the questions, the teachers must wait for enough time to evaluate the students' answers or ask another question. The advantage of doing this is that after asking questions, it will give students time to recall, associate and organize language activities. If students' answers are not fluent enough, teachers should listen patiently and don't intervene in questions, which will make students more nervous; If students answer irrelevant questions, prevaricate, or answer irrelevant questions, they can't be cold, frowning, impatient or even reprimanded, otherwise it will dampen students' enthusiasm for learning. On this basis, increase the content of questions, increase the opportunities for students to speak, and mobilize the enthusiasm and curiosity of most students. In this way, classroom teaching will achieve good results and better achieve classroom teaching objectives. Every teacher has his purpose in designing problems, which is to let students solve some teaching purposes around his problems. Therefore, after these questions are thrown at students, it is best to get timely feedback. After solving the old problems, students can meet the next question with a hundred times confidence. Therefore, it is necessary for teachers to give appropriate inspiration to the question, so that each student can find the answer to the question through his own thinking under the guidance of teachers. Question teaching is one of the most commonly used and effective forms in classroom teaching. Nine, ask questions to capture information and develop thinking. Danilov, a Soviet educator, put forward the method of creating a certain problem situation for teaching, advocated the combination of teachers' teaching and students' active thinking, actively explored knowledge, and designed the teaching mode of "teachers ask questions-students take the initiative to be independent-teachers guide students into the next new question". This requires our teachers to be good at observing when students answer questions, to capture effective information from students' positive thinking activities, to extend guidance in time and to expand students' thinking space. For example, in Professor Li Bai's Dream of Mount Tianmu, when talking about the beautiful scenery in the cave, I asked such a question: "The author painted a beautiful picture of immortal events, but why didn't the author integrate himself into the beautiful scenery?" The first student stood up and answered, "Poetry is more subtle, so the author doesn't want to write all the contents, leaving more imagination space for readers, just like … just like ……" I stopped: "Like Venus' broken arm, it brings people not regret, but beautiful imagination, which is called' incomplete beauty', right? "The student looks very excited:" Yes, yes! This is what I want to say. " The second student said, "I think the author likes this painting too much." He is afraid that his participation in painting will disturb the gods and destroy the aesthetic feeling. " I went on to say, "It's like a winter morning, when you open the door to go to school, only to find that the ground is covered with flawless white snow. You really can't bear to ruin the whiteness when you stand at the door, can you? " The atmosphere in the classroom suddenly came alive. Although I know that students' answers are not consistent with their own "standard answers", I must give students enthusiastic encouragement with creative thinking, capture valuable language information in students' answers in time, extend guidance, say what students want to say but don't know how to say, and help students improve their understanding ability and successfully complete their answers. This is the guiding art in asking questions. "The art of education is to make students like what you teach. ".10. Ask questions with moderate difficulty and face all. Teachers should grasp the "degree" of asking questions in class. Teachers should design classroom questions to stimulate students' positive thinking, which should conform to students' actual cognitive level and imagination. For example, once, when I summed up the artistic features of Li Bai's Into the Wine, I designed such a question: "What is the difference in ideological content between Li Bai's works and Du Fu's works that we studied in the past? What are their characteristics? What is the status of their works in the history of China ancient literature? "When I asked this series of questions, the students were dumbfounded and looked blank, and then the students lost interest. I asked a few students with good Chinese scores to answer, and I was speechless. Finally, I had to answer them myself. I was the only writer, director and actor in this class from beginning to end, and the students just played the role of "spectator". Finally, I thought it over and over again, and suddenly realized that the questions I asked were too profound. This series of questions could not be answered in a few words, and it was simply a topic for college students to study. Although I also completed the form of asking questions in class, I only showed my "cleverness" in the background of students. On the contrary, if the questions are too small, too shallow and too easy, students will answer them without thinking, which will not only help to train students' thinking ability, but also seem to have a warm classroom atmosphere. However, this will lead students to form the bad habit of dabbling. Research shows that the art and quality of questioning can directly affect the effect of classroom teaching. Reading teaching is all about how to ask questions properly and guide students to answer them skillfully. Then, how to ask questions skillfully, so that thinking and answering questions is no longer a mental burden for students, but a kind of physical and mental pleasure and enjoyment? 1, choose the angle, and seek change and difference:
When asking questions, you should try to avoid conceptual and general cliches, and don't always beat around the bush around the main idea of the paragraph, the central idea and the writing characteristics. On the contrary, we should combine theory with practice, history with reality, books with life. We should pay attention to adopting a relatively novel statement and cutting in skillfully from a new angle, so as to make the questions vivid and enlightening, arouse students' interest and guide them to carry out positive thinking activities. For example, when teaching the article Yan Zi Chu, I first created a situation. If you are Yan Zi, what you are facing is the slander of the King of Chu: Are Qi people good? Then he asked, "You are Yan Zi, so how will you refute the King of Chu?" After the students expressed their opinions, the teacher explained Yan Zi's rebuttal to the King of Chu. By comparing the students' answers with Yan Zi's refutation, the teacher analyzed and summarized what kind of person Yan Zi was. Obviously, this can arouse students' interest in thinking and impress them more than directly asking what made Chu State and what kind of person he was. 2. Doubt is beyond doubt, but prosaic is surprising: some texts seem to be plain in meaning and are in an unquestionable position, so teachers should be good at arousing doubt, causing students to explore the subtle meaning of the text and appreciate the author's ingenuity. If you teach winter in Jinan, you can ask: What are the general characteristics of winter in Jinan? How did the author write it? This question can lead students to think deeply, and finally understand that this is the author's comparison between the winter weather characteristics of Beiping, London and tropical areas and the weather characteristics of Jinan, thus highlighting the characteristics of Jinan's loud and warm winter. This is a kind of twists and turns, and it also expresses the author's love and praise for Jinan in winter. For example, when teaching "three wolfberry beans". Students can ask: When my uncle died, he gave me three red Lycium barbarum beans. What have I learned from it? Teachers can start from this problem and guide students to think deeply about the deep meaning of three Lycium barbarum beans, so as to deepen their understanding of the theme of the article.
3, the use of contradictions, stimulate questions:
Opposing things are mutually exclusive. When people encounter this situation, it is easy to cause thinking, and so is learning. In questioning teaching, teachers can grasp the contradictions in the text itself, grasp all kinds of contradictions in students' understanding of the text, and guide students to use their brains. For example, in the article My Teacher by Wei Wei, she wrote that Teacher Cai never beat or scold us. Why did she only write it once, and her pointer seemed to drop and hit again? Another example is "Memories of the Animal Year", which contains two sentences: "Laba porridge made of millet, corn grits, red beans, sweet potatoes, red dates and chestnuts is delicious, pleasing to the eye and reluctant to eat. But I don't have enough to eat and I don't want to put down my chopsticks. " Teachers can ask: since "I can't bear to eat", but "I don't have enough to eat", is there a contradiction between the two? This problem caught the attention of the students. Students will understand through thinking: "I can't bear to eat" because Laba porridge is too precious, too cute and too delicious. I can't bear to eat it out of the psychology of cherishing, saving and maintaining a better life. "Not enough to eat" is also because it is so delicious-you forget everything else after eating, you are not satisfied after eating, but you still want to eat after eating. These two sentences seem contradictory, but they are not contradictory at all. They are unified. This kind of writing makes people feel real, lovely and interesting. If students understand these two sentences, they can deepen their understanding of the text.
4, easy before difficult, deep ask shallow ask:
Classroom questioning must conform to students' knowledge level and acceptance ability. The problem is too difficult, which will lead to students' thinking "stuck" and the classroom will be cold, and the purpose of asking questions will not be achieved. So we should deal with some difficult problems to reduce the difficulty. For example, when teaching the text "Qin Yuan Chun Xue", if the teacher directly asks: What is the connection between the description of the scenery in the upper part of the word and the comments on ancient and modern times in the lower part? I'm afraid it's difficult for students to cross the gap of problems. Then, teachers should design several relatively easy questions according to the actual situation of students, so as to reduce the difficulty of the questions: (1) Which word does the author use to summarize his evaluation of which historical hero from the scene to the characters? What is the purpose of the author's comment on the ancients? (3) What kind of people are you praising today? (4) So what is the main clause of this word? How to understand it? Such questions make students gradually understand the original problem, from easy to difficult, from known to unknown, and gradually reach the understanding of the original problem: the description of the scenery in the upper part is the basis for the evaluation of ancient and modern times in the lower part. For example, when teaching the novel "Residence", when asking students to understand what kind of social environment the novel describes, they should also ask a simple question: What is the attitude of Hu He, the neighbor before and after? By guiding students to compare, it will be easier to understand the indifference of society at that time, thus giving a more comprehensive and accurate answer to this question. This method of asking deep questions and asking shallow questions can turn the difficult into the easy, and get the effect of four or two.
5, ask east ask west, straight to the point:
The current Chinese textbooks are easy to understand and read. If the teacher just follows the book and asks questions directly, the students will get bored. This requires teachers to avoid asking too direct and exposed questions as much as possible, but to ask questions directly to stimulate students' interest and enthusiasm in learning. If you teach "Beautiful Xishuangbanna", if you ask directly: What natural scenery and human landscape does Xishuangbanna describe? It is difficult to arouse students' enthusiasm for thinking. If you use the Wen Qu method, suppose this scene: If you are a tour guide and are showing tourists around Xishuangbanna, how would you introduce the beautiful scenery of Xishuangbanna to tourists? Asking questions in this way not only enlivens students' thinking, but also improves students' oral expression ability and forms a good classroom atmosphere. Students compete to become tour guides. For example, in the article "From Baicao Garden to San Tan Yin Yue", when talking about the teaching methods of San Tan Yin Yue, we can ask: What are the differences between San Tan Yin Yue and Baicao Garden in learning environment, teachers and learning content? What kind of children's education does the author aspire to? Asking questions like this is easy to arouse students' interest and actively seek answers.
6, multi-layer rhetorical questions, breaking the whole into parts:
For some complex problems, teachers must be persuasive, from near to far, from easy to difficult, follow the guidance, and gradually grasp the essence of the problem. To do this, it is necessary to break the whole into parts in asking questions, ask questions at multiple levels, and go deep into the center and essence of the problem on the basis of solving small problems. For example, when we understand the language characteristics of squirrels in the article, we can grasp the object described in the article-squirrels and design several small questions: (1) What aspects of squirrels are introduced in the full text according to the overall structure? ⑵ When introducing its beautiful shape, what aspects and how did the author elaborate? (3) How to explain its habits, movements and nesting? Students can find the answer through the text, from which they can also sum up the accurate and vivid language features of this article. For example, when guiding students to understand the theme of the word "Qinyuan Spring Snow", we can also use the method of multi-layer questioning to design questions. Of course, the art of classroom questioning mentioned above is not isolated and exists alone. A class is not only the application of one method, but also the comprehensive application and mutual penetration of various methods. This requires teachers to have a deeper understanding of the problem-based teaching method, master it hard and use it flexibly. Questioning is the foundation of innovation. When teachers use questions in teaching, they should also teach students the skills of asking questions, encourage students to ask questions actively and think independently, especially encourage creative and distinctive views, even if they are immature, flawed or problematic, because each question has a certain divergence, so we don't have to pursue perfect answers, which is helpful to cultivate students' innovative ability. In my opinion, teachers' questioning in Chinese classroom teaching can make the teaching objectives clear and give full play to his guiding role, while students' questioning in class can enliven the classroom atmosphere, cultivate students' interest in learning Chinese, cultivate students' innovative thinking, find and solve problems, and promote students to develop good classroom thinking habits. Questioning is an art, from serving teaching to "quality education" for the future, which is beneficial to students' growth. As long as teachers deal with all aspects of questioning, students actively answer questions, cooperate with teachers' teaching, and scientifically combine teachers' questions with students' questions, classroom teaching will certainly achieve excellent teaching results. In a word, classroom questioning is an indispensable link in Chinese teaching, which runs through the whole process of classroom teaching and directly affects the success or failure of classroom teaching. Using problem-based teaching method, its classroom teaching process is actually a process of interaction between teachers and students, benign interaction and common development. This is exactly what the goal of the new curriculum reform requires. Therefore, we should vigorously advocate the application of problem-based teaching method in Chinese classroom teaching, so as to make the experimental work of basic education curriculum reform go smoothly. In addition, the problem-based teaching method has universal applicability to the reform and optimization of classroom teaching. As long as you practice actively and study hard, no matter what kind of basic schools, teachers and students, their classroom teaching will be effective.