First, the significance of effective questioning in Chinese class.
Chinese classroom is full of charm, where teachers and students exchange ideas and students' knowledge is sublimated. As far as Chinese itself is concerned, Chinese classroom can best reflect the exchange of feelings and ideas between teachers and students. Chinese teacher's questioning 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. Effective utilization connects teachers' expectation with students' reflection, and shifts the focus of attention from teachers to students, so that students' dominant position in teaching can be highlighted and teachers' "God" role and "omnipotent" image are weakened.
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 performance of students; Can promote thinking, stimulate curiosity and inquiry spirit; It can improve students' thinking level and help students organize their thinking; It 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 on a certain issue, the more knowledge and skills they acquire, and the more successful they will be in passing academic examinations. 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 problems has such attractive advantages, many teachers seem unable to make effective use of problems as we hope. Most teachers usually have these questions when asking questions: give 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 the classroom
1, ask questions in class with a clear purpose. When teachers ask questions, they must have a certain foresight about the effect of the questions. We must consider the "question type" according to the nature of the answers we want and the requirements for students' thinking level. The questions raised should be able to connect with students' reality, arouse students' ideological waves and ignite students' strong desire for knowledge. There must be a clear purpose. Whether it is to pave the way for the next question, to inspire students to understand a concept, or to guide students to think about practical problems. , 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 talked about Liu Hulan and discussed Liu Hulan's performance in the face of the enemy's money temptation, he first asked, "Is money good?" Then ask, "What's the use of money?" Then he had a long discussion and strayed from the teaching topic at will. This question is of little value.
2. Ask questions in class at different levels. After clarifying the purpose of asking questions, 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 article. Please find out these sentences that reflect the 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, and guide 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 the question. Every student's answer shows the depth and breadth of his thinking. As Qian Menglong, a special 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 a mountain. After a peak, there is another peak in front, 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. Ask questions in class to be enlightening. In order to make the question effective, it 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 one answer or are decorative. Simple questions that can be answered by right or wrong will enable students to guess an answer without exploring the content of the class. Even if students actively explore what they have learned when answering simple questions, they are still "choosing" an answer instead of "organizing" an answer. In order to make students give more profound and accurate answers, teachers can reorganize these questions to make them enlightening. The purpose of asking questions is to enlighten students' brains. Modern education is not "giving" knowledge, but "taking" knowledge. As Mr. Ye Shengtao said, it is necessary to enable students to achieve the realm of "independence in difficulties, discrimination between 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, let them think independently, study deeply and try the joy of success. Similarly, the teacher designed several questions when explaining the Back: "When we reread the words" crossing ","jumping "and" climbing ",why should we reread them?" The student replied: It means that it is very troublesome for dad to buy oranges. Then the teacher went on to ask: "Sanbu" in the article wrote that the father's family was bleak, so his family was so bleak that the father wanted to buy oranges for his son. What does it reflect? This question is very instructive. Students can easily understand this truth.
4. Ask a wide range of questions in class. 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 the classroom. Desma and others found that students' learning effect is related to students' opportunities to participate in the classroom and the number of times they answer questions. One goal of asking questions is to help teachers monitor students' understanding and participation and measure the success of teaching. Therefore, teachers must ask all students to answer questions and ensure that every student has an equal opportunity to answer successfully. Effective questioning should be to ask a question, pause, let all students think and produce an answer, and then choose a classmate to answer, especially those who don't raise their hands actively. 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, everyone has the opportunity to participate in the classroom, and teachers can use some question-and-answer skills. For example, the teacher can write down the name of each student on each small card, and then randomly select a card for students to participate in, so that all students have the opportunity to communicate with the teacher and succeed, and also provide the teacher with an opportunity to grasp whether the students understand what they have learned. At the same time, in order to maintain their participation in class, it is also a good way to keep all students alert and make them aware that they may be called at any time. It is also a good method to change the question-and-answer mode and randomly ask students to answer the following questions.
Teachers' attitudes should be equal. In class, teachers should not always be on top, but should lean down and talk to students on an equal footing. Condescending questions will make students feel distant, even afraid that their answers will satisfy teachers and be laughed at by students. Therefore, when asking questions, teachers should pay attention to their own language wording and tone, have affinity, close the distance with students' hearts, and exchange ideas with students on an equal footing. Students will also put aside all ideological concerns and approach the teacher's thinking. Let go of your own thinking and produce a spark of wisdom. However, whether students are satisfied with their answers or not, they should try to avoid the stabbing of words and the neglect of attitude, and be full of passion, appreciation and expectation. Patiently listen to and accept students' different opinions, and skillfully guide them according to the situation, giving students more time to think, more space for activities, more opportunities to express themselves and more pleasure to experience success.
Third, effective questioning measures in Chinese classroom.
How to effectively ask questions to achieve the purpose of Chinese teaching? This requires teachers to have a deep understanding of the objectives of Chinese teaching, and also requires teachers to have a deep understanding of the syllabus and the tasks of Chinese teaching. How to ask questions effectively in specific Chinese teaching? The author has some understandings for reference.
(A) design issues should be profound and closely linked to teaching tasks.
1, the design problem is closely related to the theme and center-easy-to-understand words. 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 capture the center of the article. When students understand these problems, they will understand the main ideas. A student said this: the word "change" shows that police officer Ralph's character is "watching the wind and steering the rudder", and police officer Ralph always bullies people with less power and status than himself. At the beginning of the text, Ralph crossed the square. "He was followed by a policeman with lux hair and a sieve full of confiscated gooseberries." Therefore, Ralph exploited the working people on his own. Moreover, when he learned that the dog was a general's dog, he turned his back and said, "Maybe it is a rare dog, but if every little pig poked a cigarette on its nose, it would have been destroyed." Dogs are fragile animals ... you bastard, put your hands down! Don't stretch out your stupid finger! Blame yourself! ..... ",revealing the insolence of police officer Ralph. It can be said that the student caught the essence of the problem: police officer Ralph bullied the poor 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. Design problems should start with small things and start with words-an easy-to-learn language. Chinese classroom is inseparable from language, and the beauty of articles is realized through words. If we analyze the words well, we can get to the point. 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 also helps students to strengthen their language learning ability. When teaching Paper Boat to Mother, I designed a question: Why does the author use "boat" instead of "boat" in the poem? A student replied, "In ancient times, a boat was a boat. I don't think there is any problem. " However, another student said, I disagree. The ship is too big to express the artistic conception of poetry. I asked: Why can ships express themselves? The student replied: Because "boat" can give people a very small feeling, let people feel the uncertainty of the sea, and feel the loneliness and melancholy of the author. Ships cannot express this beauty. Moreover, "boat" is not as beautiful as "boat" in pronunciation. Such a profound feeling reflects students' ability to appreciate language.
3. Design problems should be closely linked with social reality-it is convenient to pay attention to reality. When explaining the article "Touching the Dragon and Telling the Queen Zhao", I guided the students to appreciate the superb satirical art of touching the dragon, and asked such a question: "Which sentence can best guide our parents to educate their children today?" This should be said to be a special case of parents educating their children, but it reflects the common social problems. Parents always want to arrange everything for their children, but in the end they hurt themselves. In this way, I asked the students to develop rich associations and talk about what they saw and heard. The students told many examples of parents teaching their children, and some even contacted their parents. In the end, they agreed that parents' love for their sons really needs to be "far-reaching". As students, they should not rely on their parents, but should cultivate their self-reliance and self-reliance in order to accept the challenges of the future society.
4. Design questions can give full play to students' imagination-it is convenient to expand their thinking. Design some questions, ask students to use their imagination and get unique answers, such as: "What happened to the little girl?" "Will Madame Loire still go to the ball?" "If you were Jiang Gan, how would you answer Zhou Yu's question?" "What other stories do you know about lights?" To answer this kind of 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 conducive to cultivating students' thinking ability of seeking differences and helping students to 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 and 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 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? 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 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.
2. Grasp the 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 Herbal Garden to San Tan Yin Yue" talks about the teaching method 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? 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 designed to organize "comparative" questions and integrate teaching content. ? Read Yu Guangzhong's Homesickness and Xi Murong's Homesickness, and tell me which one you prefer. ? ② What is the difference between Su Shi's Huanxisha and Yan Shu's Huanxisha? They are both expressions of feelings? Please analyze the works and talk about their differences. ? (3) South Garden and 1 1 Romantic Masterpiece on the 4th of April both contain patriotic worries, but their styles are different. Try to make a comparison. Intentional error method
5, often use "mistakes". When the students are not active in answering questions, the teacher deliberately answers wrong and writes a wrong word, which is intended to attract the students' attention, provoke a war and guide them to answer first. For example, in the teaching of "Bian Que meets Cai Huangong", "Doctors cure diseases well." When this sentence divides the rhythm, I divide it into "good medicine/treatment for credit." I had just finished writing on the blackboard when my classmates 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 gave his reasons. The atmosphere in the classroom suddenly came alive. Especially when speaking words, using intentional mistakes will make students firmly remember the mistakes of these words 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 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. Education is regular, but there is no fixed law. It is important to make the right laws. We should pay attention to openness, cooperation, democracy and questioning process, which is in line with the requirements of the times for students' development. No matter how you explore, you will certainly gain something, and the Chinese classroom will certainly glow with new brilliance and charm.