First, the significance of effective questioning in Chinese class.
Chinese classroom is full of charm, where teachers and students exchange ideas and students' knowledge sublimate. As far as Chinese itself is concerned, Chinese classroom can best reflect the exchange of feelings and thoughts between teachers and students. The Chinese teacher's question is a key factor related to the success or failure of Chinese classroom. How to ask questions effectively in Chinese class is a very important topic, which is worth studying. At present, primary and secondary education emphasizes the cultivation of students' innovative ability and critical spirit, so that students can learn to ask and question. But this does not mean denying teachers' classroom questioning, but pursuing an effective teacher questioning. The problem of effective use connects teachers' expectations and students' reflections, which shifts the focus from teachers to students, thus making students' dominant position in teaching manifest and weakening teachers' role of "God" and "omnipotent" image.
Whether the classroom can be used effectively is of great value: firstly, from the perspective of students, it directly or indirectly affects the quantity, quality, level and academic achievement of students; Can promote thinking, stimulate thirst for knowledge and inquiry; Can improve students' thinking level and help students organize their thoughts; Can enhance students' participation and improve the efficiency of information exchange; Can adjust the classroom atmosphere and cultivate oral expression ability; The more frequently students communicate with teachers or classmates about a certain issue, the more knowledge and skills they acquire, and the more successful they can pass the academic examination. Secondly, from the teacher's point of view, adopting effective questioning ability is convenient for teachers to monitor students' understanding and provide feedback, thus enhancing the pertinence and effectiveness of classroom teaching. Although effective use of questions has such attractive advantages, many teachers seem to be unable to use questions as effectively as we wish. Most teachers usually have these problems when asking questions: giving some irrelevant or ambiguous questions; Ask multiple questions at once; I don't know how to respond to the students' answers.
Second, the conditions for effective questioning in class
1, classroom questions should have a clear purpose. When asking questions, teachers must have a certain foresight about the effect of asking questions. We must consider the "types of questions" according to the nature of the answers we want and the requirements for students' thinking level. The questions asked should be able to connect with the students' reality, arouse students' ideological waves and ignite their strong desire for knowledge. There must be a clear purpose. Whether you want to "pave the bridge" for the next question, or to inspire students to understand a certain concept, or to guide students to think about practical problems, etc., must be valuable and have a clear purpose. Otherwise, it won't play the role of asking questions at all. For example, when a teacher talks about Liu Hulan, when discussing Liu Hulan's performance in the face of the enemy's money lure, he first asks "Is money good?" and then asks "What's the use of money?" Then he has a long discussion, and he is free from the teaching theme at will. This question is of little value.
2. Questioning in class should be hierarchical. After the purpose of asking questions is clear, we should design different levels of questions according to the actual situation and purpose of the questions, so that students can understand the essence of the questions like peeling cocoons in the step-by-step guidance, and then sum up the rules. For example, when a teacher explained "The Back", he successively designed several questions: "The title of the article is" The Back ",so how many times did the students write the back in the article?" "Which time is the best?" "Which time do you think" back "is the most vivid?" "Why does the author try to describe the back?" "There are other" shadows "in the text. Please find out these sentences that reflect the deep affection between father and son?" This series of questions is very hierarchical and effectively guides students to understand the main idea of the article. Therefore, questions should have a certain slope, that is, when designing questions, from easy to difficult, from simple to complex, step by step, leading students' thinking to a new level. Design problems? We must work hard on the difficulty of the question, so that everyone has the opportunity to think, and everyone has the conditions to answer questions. Every student's answer can show the depth and breadth of his thinking. As Qian Menglong, a special-grade teacher, said, "Ask some easy-to-understand and interesting questions first, so that students can enjoy solving problems, and then gradually increase the difficulty. In this way, students are like climbing mountains. After one peak, there is another peak in front of them, so their interest in climbing mountains will become stronger and stronger, and the classroom atmosphere will become more and more lively. " Therefore, the hierarchy of classroom questioning is very important.
3. Questions in class should be enlightening. In order to make questions effective, questions must have enlightening function, requiring students to "explore" or think about what they are learning and "organize" the answers. This means that teachers should avoid asking questions that have only unique answers or are decorative. Questions that can be answered simply by right or wrong will make students guess an answer without exploring the content of the class. Even though students will actively explore what they have learned when answering simple questions, they are still "choosing" an answer rather than "organizing" an answer. In order to make students create more profound and accurate responses, teachers can reorganize these questions in order to make them enlightening. The purpose of asking questions is to inspire students' brains. Modern education is not to "give away" knowledge, but to "ask for" knowledge. As Mr. Ye Shengtao said, it is necessary to enable students to achieve the realm of "self-determination in difficulties, self-discrimination in right and wrong, self-motivation in struggle, and self-exploration in high precision". The teacher's responsibility is to reveal the enlightening questions in the textbook, open students' hearts, make them think independently, study deeply, and try the joy of success. Similarly, when the teacher explained "The Back", he designed several questions: "When we reread the words" through ","jump "and" climb ",why should we reread them?" The student replied: it is troublesome to show that my father buys oranges. Then the teacher went on to ask: The "three cloth" in the article wrote that the father's family is bleak, so the family is so bleak that the father still wants to buy oranges for his son. What does it reflect? This question is very enlightening. It is easy for students to understand the truth.
4. Questioning in class should be extensive. How to make students participate in teaching activities to the maximum extent is a problem that must be considered in the stage of obtaining students' answers, because this is an excellent opportunity for students to participate in class. Desma and others found that students' learning effect is related to the number of opportunities for students to participate in class and the number of times to answer questions. One goal of asking questions is to help teachers monitor students' understanding and participation and measure the success of teaching, so teachers must ask all students to respond to questions and ensure that every student has an equal opportunity to answer successfully. Effective questioning should be to ask a question, pause it so that all students can think and produce an answer, and then choose a classmate to answer it, especially those who don't raise their hands voluntarily. However, most teachers still ask students who raise their hands to answer questions, which leads to unfair functions of questions and unequal opportunities to answer them. In order to ensure that questions play an equal role and everyone has the opportunity to participate in class, teachers can use some call-and-answer skills. For example, teachers can write down each student's name on each small card, and then randomly draw a card for students to participate, so that all students have the opportunity to communicate with teachers and succeed, and also provide teachers with the opportunity to grasp whether students understand what they have learned. At the same time, in order to maintain their participation in the classroom, it is also a good way to keep all students alert and make them realize that they may be called at any time. It is also a good way to change the call-and-answer mode to randomly ask students to answer the following questions.
5. Teachers' attitudes should be equal. In class, teachers should not always be above others, but should lean down and have an equal dialogue with students. Condescending questions will make students feel a sense of distance, and even fear whether their answers will satisfy the teachers and whether they will be ridiculed by the students. Therefore, teachers should pay attention to their language wording and tone and voice when asking questions, and have an affinity to close the distance with the students' hearts, so as to have an equal exchange of ideas with the students. Students will also let go of all ideological concerns and approach the teacher's thinking. Let go of his own thinking, and generate sparks wisdom. However, no matter whether the students are satisfied with their answers, they should try their best to avoid the stabbing of words and the slightness of attitude, and should be full of passion, appreciation and expectation. Patiently listen to and accept students' different opinions, and skillfully induce by circumstances, giving students more time to think, more room for activities, more opportunities to express themselves, and more pleasure to experience success.
Third, effective questioning measures in Chinese class.
How to ask questions effectively to achieve the purpose of Chinese teaching? This requires teachers to have a deep understanding of the objectives of Chinese teaching, and teachers to have a deep understanding of the syllabus and the tasks of Chinese teaching. How can we ask questions effectively in specific Chinese teaching? The author has several understandings for reference.
(A) design issues should be profound in content, closely linked to teaching tasks.
1, design questions stick to the main idea and the center-it is easy to understand the text. For example, when I was teaching Chameleon, I designed three questions: Why should the text be titled Chameleon? How did the hero in the article change? Apart from the feature of "change", does Ralph have a constant thought or behavior? These three questions grasp the center of the article. When students understand these questions, they will understand the main idea. One student said this: The word "change" shows that the character of police officer Ralph is "watching the wind and steering the rudder", and police officer Ralph always bullies people who are inferior to himself in power and status. At the beginning of the text, Ralph crossed the square. "He was followed by a policeman with lux hair, carrying a sieve full of confiscated gooseberries." Thus, Ralph relies on his own power to exploit the working people. Moreover, when he learned that the dog belonged to the general's family, he turned his back and said, "Maybe it's a rare dog, but if every piglet poked a cigarette at its nose, it would have been destroyed." Dogs are delicate animals ... You bastard, put your hands down! Don't put your stupid finger out! Blame yourself! ..... "Words, revealing police officer Ralph road. It can be said that the student grasped the essence of the problem: Ralph police officer bullied the poor and flattered and flattered the rich. He is always changing for himself, and he will change whatever is good for himself. The effect is very good.
2, the design problem should start from the small, from the words-easy to learn the language. Chinese classroom is inseparable from language, and the beauty of articles is realized through words. If we analyze words well, we can grasp the key points. In other words, word analysis can be used as a breakthrough in analyzing articles. In Lu Xun's Kong Yiji, the word "smile" appears in many places, which is actually a "literary eye" carefully conceived by the author. Grasping the word "smile" to ask questions can guide students to understand the article in depth. Analyzing words will also help students to strengthen their language learning ability. When teaching "Paper Boat-To Mother", I designed a question: Why did the author use "boat" instead of "ship" in his poems? One student replied, "In ancient times, boats were ships. I don't think there is any problem. " However, another student said, I don't agree. The ship is too big to express the artistic conception of poetry. I asked: why can the boat express itself? The student replied: because "boat" can give people a very small feeling, which makes people feel the uncertainty of the sea and the loneliness and melancholy of the author. Ships can't express this kind of beauty. Moreover, the "ship" does not have the aesthetic feeling of "boat" in pronunciation. Such a profound feeling reflects students' ability to appreciate language.
3. Design issues should be closely related to social reality-it is convenient to pay attention to reality. When explaining the article Touching the Dragon to Tell Empress Zhao, I guided the students to appreciate Touching the Dragon's superb satirical art and asked the question, "Which sentence can best guide our parents to educate their children today?" This should be said to be a special case of parents teaching their children, but it reflects the universal social problems. Parents always want to arrange everything for their children, but in the end they are harmed. In this way, I let the students develop rich associations and talk about what they have seen and heard. The students talked about many examples of parents teaching their children, and some even contacted their parents. In the end, they agreed that parents' love for their son really needs to be "far-reaching". As students, they should not rely on their parents, but should cultivate their own character of self-reliance and self-improvement, so as to accept the challenges of the future society.
4. Design problems can closely play the students' imagination-it is convenient to expand their thinking. Design some questions that require students to use their imagination to get unique answers, such as: "What happened to the little girl?" "Will Madame Loire still go to the ball?" "If you are Jiang Gan, how do you answer Zhou Yu's question?" "What other stories do you know about lights?" To answer such questions, we must use imagination and association, and through creative thinking, we can get the answer. The answers to these questions are open, and there is more than one correct answer. It is beneficial to cultivate students' thinking ability of seeking differences and help students think creatively about the text. This kind of question is also a question that any student in the class can answer. It is often used in classroom teaching, which can make every student actively participate in the learning process.
(2), the design problem should pay attention to strategy.
1, clever use of contradictions. 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 the process of 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 and scolded us. Why did she write that only once, her pointer seemed to fall and hit again? For example, there are two sentences in the article "Memories of the Animal Year": "Laba porridge made of millet, corn grits, red beans, sweet potatoes, red dates and chestnuts is full of color, taste and fragrance, which is 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 can't eat enough", are the two contradictory? This problem caught the attention of students. Students will understand through thinking: "I can't bear to eat" because Laba porridge is too precious, too cute and too delicious, and I can't bear to eat it out of the psychology of cherishing, saving and keeping a good life. "I can't eat enough" is also because it's too delicious-I forget everything else when I eat it, and I'm not satisfied with it, but I still want to eat it after eating it. 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.
2. Grasp students' "points of interest". Design questions should arouse students' interest and guide them to carry out positive thinking activities. For example, when the article "From Baicaoyuan to three pools mirroring the moon" talks about three pools mirroring the moon's teaching methods, we can ask: What are the differences between three pools mirroring the moon and Baicaoyuan in learning environment, teachers and learning contents? What kind of children's education does the author aspire to? Do you agree with this teaching method? Asking questions like this is easy to arouse students' interest and actively seek answers.
4. Be good at using comparison. Carefully design questions aimed at organizing "comparison" to integrate teaching content. ? Read Yu Guangzhong's Homesickness and Xi Murong's Homesickness, and tell me which one you prefer. ? ② What's the difference between Su Shi's "Huanxisha" and Yan Shu's "Huanxisha", which are both expressions of feelings? Please analyze the works and talk about their differences. ? (3) South Garden and November 4th Romantic Masterpiece both contain patriotic worries, but they are different in style. Try to make a comparison. Deliberate error method
5, often use "mistakes". In the case that students are not active in answering questions, the teacher deliberately misstates an answer and writes a wrong word, which is intended to attract students' attention, provoke war and guide students to answer first. For example, in the teaching of "Bian Que meets Cai Huangong", "It is good for doctors to cure diseases." When this sentence divides the rhythm, I divide it into "good medicine/taking credit for treating diseases." I just finished writing on the blackboard, and the students almost burst into laughter. Many students came to correct my "mistakes". As soon as one student finished speaking, the other students immediately stood up and told his reasons. The atmosphere in the classroom suddenly came alive. Especially when speaking words, using intentional mistakes will make students firmly remember where these words are easy to make mistakes, and pay attention to them when writing.
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 teacher-student interaction, positive interaction and common development. This is exactly what the goal of the new curriculum reform requires. Therefore, we should vigorously advocate the use of problem-based teaching method in Chinese classroom teaching, so as to make the experimental work of basic education curriculum reform move forward smoothly. Moreover, the problem-based teaching method has universal applicability to the reform and optimization of classroom teaching. As long as you actively practice and work hard, no matter what kind of basic schools, teachers and students, their classroom teaching will receive practical results. There are laws in education, but there is no fixed law. It is important to get the right law. We should pay attention to the openness, cooperation, democracy and process of questioning in line with all the years for students' development. No matter how to explore, we will certainly achieve something, and the Chinese classroom will certainly glow with new brilliance and charm.