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Research on Teacher’s Effective Inquiry about Chinese Class in the Elementary School

Author: ZhouShuang
Tutor: XiaJiaFa
School: Central China Normal University
Course: Curriculum and Pedagogy
Keywords: Effective questioning Target Content concerns Asked environment Language Sequence Asked technology
CLC: G623.5
Type: Master's thesis
Year: 2011
Downloads: 674
Quote: 2
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Abstract


Has always been no shortage of questions as an ancient and traditional teaching methods, but with the questions become one of the teachers most frequently used method and times efficient requirements, the focus of research to the effective questioning. In the late 1990s, \space. This paper attempts to analyze teachers' questioning the status quo in reality primary language teaching, the introduction of foreign research achievements, combined with China's scholars theoretical explanations and the experience of the majority of classroom teachers, the state ought to put forward effective questioning, targeted to develop easy to understand the operation of questioning strategies to improve the quality of teachers' questions and improve the efficiency of classroom teaching, to promote the professional development of teachers. The main content of the article consists of the following parts: The first part is an introduction. The significance of the topic of this paper introduces the research and research methods. The second part provides an overview of the research on effective questioning. Mainly for the definition of the concept, issues related to interpretation of effective questioning feature representation and effective questioning. The third part analyzes the teachers' questioning the status quo in the primary language in the classroom. Expressed as the number of questions the proliferation of low quality and lack of fair and harmonious questions environment. The number flooding mainly for the bombing of the question \Asked environment by the punitive nature of the problem of abuse, questions environment is also subject to academic performance differences, differences in student positions and classroom seating differences. The fourth part of the analysis of the impact of effective questioning reached. Through interviews, can be attributed to the concept of teachers obstacles and skills barriers. Section V presents strategies to promote effective questioning. According to the questions six elements of the system were put forward: the use of three-dimensional target lock Asked target; \scope of participation in technology to expand classroom; optimize the language of the questions, pay attention to carefully choose the wording carefully check the syntax, a reasonable selection of the sentence, the proper use of tone; reasonable arrangements for the sequence of questions, to commence in accordance with the internal logic of the problem questions, they can be started in accordance with the level of students' cognitive level questions; questions of technology, effectively grasp questioning the timing, effective design questions, rational use of the waiting time, the effective use of non-cognitive factors and non-verbal behavior. The sixth part of the epilogue. Summary of the paper content, the inadequacies of the study as well as the outlook for the next step.

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CLC: > Culture, science,education, sports > Education > Primary education > Subjects teaching methods, teaching aids > Mathematics
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