Questioning strategies in junior middle school Chinese classroom

Introduction: Questioning is the most important link in teaching language and the main way to inspire thinking. Educators in ancient China always attached great importance to heuristic teaching. What was the teaching of Confucius, an educator as early as the Spring and Autumn Period? Kind and charming? . Mr. Ye Shengtao, a modern educator, also said: The teacher's teaching is not the whole teaching, but the camera guidance.

Questioning strategies in junior middle school Chinese class 1. Ask questions at different levels.

There are dozens of students in a class with different abilities. Top students who ask questions will feel bored and bored when answering simple questions. Students with low ability to ask questions will feel overwhelmed and afraid when answering difficult questions. Therefore, students of different levels should be asked to answer the questions according to their difficulty.

For example, "I am for our country", I put those after class? Discussion and practice? It is divided into three levels: 1 Mencius put forward its? King? What is the specific content of a certain aspect of the claim? How did Mencius criticize the rulers at that time for ignoring people's lives? 2. What is the difference between Liang's immigration measures and Mencius' suggestion? 3. Mencius is discussing? The beginning of the five paths? Say, don't go against the farming season, the grain can't win the grain, but count (c? ) If you don't enter Mianchi, the fish and turtles can't take food, the axe can't take the forest in time, and the forest can't win. Try to comment on Mencius' exposition from the standpoint of modern society.

Of these three questions, the first one is the simplest. You can find the original text in the text without generalization or extension, so I asked a lower-level classmate to answer it. The second question needs to be compared on the basis of the original text and requires a certain level of understanding. I found an average student to answer, and the third question needs Mencius' deep understanding. Wang Dao thought? 、? People-oriented thought? With the color of inquiry, students are required to have a good reading level and have an in-depth discussion on social issues, so I found a student with high Chinese literacy to answer, so that students at different levels have been taken care of and the problem has been well solved. For dozens of students in the class, the principle of my questioning is that in a semester, every student should have the opportunity to be questioned and have room to show himself. Therefore, before each class, the content needs to be designed several times to ask questions. I will mark the questions that are suitable for students at what level, so that the questions will be targeted.

Second, questions should be targeted.

Asking questions should closely follow the teaching objectives, highlight key points and break through difficulties. The questions should be specific, clear, definite and accurate, and the scope involved should be limited, so as to avoid students' misunderstanding caused by unclear direction and lax restrictions. Therefore, when preparing lessons, teachers should seriously study and design the problem as a whole according to the teaching content, requirements, objectives and students' reality. When designing questions, we should fully estimate all kinds of questions and answers that may appear in teaching, prepare corresponding countermeasures, put forward some preparatory and transitional questions, and go deep into them step by step to guide students' thinking, inspire them to think and avoid possible misunderstandings.

Third, you should seize the opportunity to ask questions.

Before guiding students to read a new text, the general practice is to ask some questions about text understanding, such as understanding some profound sentences and some important paragraphs. This practice often leads students to only tend to learn the content related to questions in advance. Due to the lack of in-depth understanding of the whole article, it is difficult for students to fully and thoroughly understand the questions asked in advance. Another way is to let students read at will, and the teacher doesn't ask any questions for the time being. In this way, students may learn more comprehensively, remember more and think more carefully. They are not bound by teachers' questions, but pay more attention to the macro grasp of the whole article, which invisibly cultivates students' ability to find problems. Therefore, the understanding of the content of the article is best put forward after students read the article and on the basis of understanding the degree of students' mastery of the article, so that the effect is better.

Fourth, asking questions should help stimulate students' thirst for knowledge.

To stimulate students' thirst for knowledge, teachers are required to adapt their own topics easily first, so as to avoid students' fear because the topics are too difficult, or feel furious and tasteless because the topics are too simple. Reach for it? Apple? And the ladder can't be taken down? Apple? Can't attract students? Pick? Be interested in ... Secondly, teachers' questions should be novel and unique, and some novel questions can be designed according to students' age characteristics and psychological characteristics, so as to arouse students' curiosity, competitiveness and expressiveness. For example, when teaching the article "Hometown", I asked such a question:? Who buried the plate? This question is very novel and can easily arouse students' interest. Students can solve the mystery by studying the text carefully, looking for clues between the lines, and analyzing and comparing the words and deeds and qualities of Yang Er's sister-in-law and Yan Tu, so as to deepen students' understanding of these two characters. In addition, for some old problems, if you choose a novel angle from different sides? Cut in? , will also produce different effects. At the same time, teachers should be good at finding doubts from seemingly unquestionable places, strengthening doubts from doubtful places, designing some questions for those seemingly ordinary places, and guiding students to ponder the nuances.

When asking questions, students should answer the questions themselves.

Teachers generally insist that students answer their carefully designed questions. If you ask several students, the students' answers are irrelevant, and you are anxious. Blister replacement? , you will lose the value of this problem. When students can't answer or answer incompletely, or make mistakes, teachers should accurately judge students' misunderstanding, help students clear their minds, induce students to return to correct thinking, and give guidance at key points, so as to finally succeed. Point? Da? Enlightenment? . When students are opinionated and paranoid, they should be more convincing, listen to their opinions patiently, help students find out misunderstandings, remove obstacles and make correct answers. In this process, the teacher should always play the role of director, and the play should be starred by students. For some important issues, students can be organized to debate if conditions permit. What can be done during this period? Wind ignition? Try to activate the debate, make the questions more and more clear in the debate, and finally let the students draw conclusions, let them feel the joy of success, and enhance their self-confidence in the joy of success.

6. Questioning should be a two-way activity between teachers and students.

Classroom questioning is not only a one-way activity for teachers to ask questions to students, but also includes students asking questions to teachers. This not only means that students ask their teachers for advice, but more importantly, it is necessary to encourage students to put forward different opinions and ask teachers difficult questions. Therefore, in teaching, we should pay attention to guiding students to find problems and ask questions actively. If you have questions, you will think and take the initiative to seek answers. In this process, there will be sparks of thought, so as to deepen understanding and sublimate knowledge. Students have the ability to find, ask and solve problems, which will benefit them for life.

Seven, let students think fully.

In classroom teaching, we often encounter such a situation, ask a student, or he says:? Don't you know? , or did he say it? I haven't decided yet! ? Even excellent students will have such an answer, which shows that many times it is not that students can't answer questions, but that they don't have enough time to think. Some problems are so complicated that they can't be explained clearly in a few words. If students don't have enough thinking space, it is difficult for them to express their views clearly, so they can only use? Don't you know? 、? Don't you know? Answer the teacher's questions, such as Qu Yuan's Li Sao. After the text is finished, I ask the students? What impressed you most about Qu Yuan's personality? Why? At that time, there were only a few minutes before the class was over, and it was too late for students to ask questions. I immediately called several students to answer. As a result, they are incoherent and unintelligible. I asked the class representative to answer again, and he bowed his head and answered three words? Don't you know? A very simple and valuable question ended in embarrassment. Later, when I was talking about Biography of Su Wu, I learned a lesson and arranged an after-class thinking question in advance for students to talk about? Su Wu spirit? Meaning In real life, due to full preparation, this problem has been well solved, and Su Wu is also remembered by students as a good writing material.

Teachers should make timely and accurate comments on the questions answered by students. Affirm the correct answer and correct the wrong answer. In this way, the value of students' thinking will be rewarded and their enthusiasm will be greatly improved. Other students will also deepen their impression from the teacher's explanation and understand this knowledge point more deeply.

In short, timely and appropriate questioning with skill and artistry in Chinese teaching can speed up the process of students' accepting knowledge and transforming it into ability, which is an effective way to develop students' thinking and improve teaching effect.