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The initial stage of the International Chinese Teachers Classroom Questioning action research

Author: YeLiFen
Tutor: ChenZuoHong
School: Central University for Nationalities
Course: Chinese International Education
Keywords: International Chinese Teaching Classroom questions Wait time Action Research
CLC: H195
Type: Master's thesis
Year: 2011
Downloads: 151
Quote: 2
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Abstract


International Chinese classroom teaching students of Chinese communicative competence as the fundamental purpose of communicative activities in real life is mostly achieved through the quiz, Teacher questions become teachers in the classroom teaching to stimulate students' verbal response an important tool. Teachers each classroom questions carefully designed, can provide students with a lot of comprehensible input, manufacturing Chinese communication opportunities for students, so as to promote the output of their Chinese guide the students naturally integrated into the Chinese environment and master the Chinese language to improve their ability to use language and communication skills. Malaysia International Chinese Teachers generally traditional \Therefore, this study investigated teachers' classroom questioning behavior of Chinese classroom teaching purposes to a Universiti Teknologi Malaysia Mara teachers of Chinese as well as Malay students (non-native Chinese) to observe the sample from which to explore the problem, establish assumptions The targeted instructional design, and puts forward, and experiments at the University Putra Malaysia Chinese classroom teaching practice, I find out for Malaysia International Chinese classroom teaching mode of questions. In this study, the use of action research, the research process is divided into three stages: a classroom observation phase --- researchers Asked type, the questions in the form, waiting for the time, the problem of distribution as well as the student's reaction five classroom teachers The questioner conduct the investigation and analysis. The results show that: the ratio greater than the reference type, display type problems in the initial stage of the International Chinese classroom teachers to ask questions, to the non-form of questions and not given the waiting time after the teacher questions, teachers tend to designated students answer. Researchers hypothesized to reflect: the waiting time after the teacher asks a question, the students answered correctly rate is not high, and the main reason for lack of discourse output. , Teaching design stage --- the researchers based on the above assumptions, the students in their own teaching practice as experimental subjects, the waiting time instructional design. The experimental teaching stage --- during the waiting time of questioning strategies to improve the levels of student replied \The conclusion of this study: (a) wait time helps to increase the proportion of students answered correctly, the rich language of the student output, so that more students to participate in the thinking of the problem. (B) the waiting time does not apply to the initial stage of the Chinese classroom teaching. Finally, the researchers based on the results of the action research Malaysia International Chinese Teachers classroom questioning.

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CLC: > Language, writing > Chinese > Chinese language teaching > Teaching Chinese as a Foreign Language
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