Effective Strategies for Asking Questions in Junior Middle School Chinese Classroom

Lead: Language is the most common communication tool in life. For teachers who use the classroom to spread knowledge and educate students, mastering this tool is undoubtedly very important. Teachers can bring students into the grand hall of knowledge, open their minds, cultivate their sentiments and obtain spiritual satisfaction through interesting expression, incisive analysis, concise generalization and appropriate guidance, so as to better serve the teaching purpose.

Effective questioning strategies in junior middle school Chinese class 1. Ask questions about the key points of teaching.

Teachers should take the focus of the article in the textbook as the focus of questions. When students fully mobilize their own thinking to think and solve doubts, they filter the focus of the article. Even if they don't consider the perfect and accurate answer, they can still remember the main points of the article deeply. In the next learning process, students will learn the article with this question. What's the story? Learning begins with thinking? In class, the teacher should set the question at the focus of the whole article, and students will naturally enter the learning state when thinking.

For example, when studying the article "From Baicaoyuan to San Tan Yin Yue", teachers can let students read the life in Baicaoyuan and San Tan Yin Yue emotionally with different roles and talk about the fun of Baicaoyuan respectively. The author says that Baicao Garden is a paradise, so is it fun to reflect the moon in the three pools? What's the fun? After students read aloud, they can get some answers: the simple and natural fun that children like, such as brightly colored and beautiful plants, lovely and lively animals and mysterious and strange legend of the beautiful snake, is the reason why the author likes the Herbal Garden, while the reflection of the moon in Santan is the place where the author goes to school, in which bitterness and joy are intertwined: reading for class is increasing but stealing music in the back garden, while Mr. Wang is sometimes democratic, sometimes tolerant and sometimes boring. Is it suitable? Joey. The author compares the colorful and interesting life of Baicao Garden with the life of "San Tan Yin Yue", so it is the focus of this paper to find out the similarities and differences between Baicao Garden and "San Tan Yin Yue". Teachers skillfully set questions to guide students to grasp the key points of learning and learn an article easily.

2. Seize the opportunity to ask questions.

The main purpose of classroom questioning is to concentrate students' attention, arouse their interest in thinking and improve their learning ability. If students are questioned, it will not improve classroom efficiency. Teachers should grasp the opportunity and starting point of asking questions, and don't ask questions too early or too late. When students do not fully understand the article, they will be at a loss and confused, which will easily lead to students' panic and disgust. When the question is too late, the answer to the question has been explained in class, and students can answer it. Without careful thinking, they are not interested in the problem and are not deeply impressed. Ask questions in class. Teachers need to combine the learning tasks of the course with the students' actual learning situation, ask questions with appropriate difficulty at the right time, and let students solve problems through careful thinking according to what they have learned, which not only improves students' interest in learning, but also satisfies students' sense of accomplishment.

3. Ask questions to the whole class in class.

Some teachers can successfully complete the course in the classroom in order to complete the teaching plan in the usual teaching process, but they just embellish the problem in the teaching process. The questions raised are not targeted and planned, and they always look for students with strong learning ability and initiative to answer questions, while ignoring those students who want to answer but have no confidence and don't understand the questions at all. On the surface, the problem is solved and the classroom atmosphere is active, but few students really participate in the classroom atmosphere. Those neglected students are just spectators in class, and they may learn nothing after a class. After a long time, those groups that are often ignored will be indifferent to all the teachers' problems. In the long run, these students' thinking ability will not be developed, and even their enthusiasm for learning will be seriously dampened. At the same time, in the classroom under this atmosphere, the problems existing in teaching can not be found, let alone solved.

Therefore, teachers should attach importance to classroom questioning, take classroom questioning as an important part of the teaching plan, carefully design the content of questioning, and strive to set questions with different difficulties for students of different levels, so that all students can participate in questioning, and students with poor learning ability and inactive learning should focus on asking questions, so as to always feel nervous about being asked and maintain a high degree of concentration. Give encouragement to students when they answer questions, so that all students are interested in answering questions and full of confidence. Only in this way can the classroom atmosphere achieve a real tacit understanding between teachers and students and realize the educational fairness that is strongly advocated at present.

4. Let students become the main body of the classroom.

Under the background of the new curriculum standard, teachers are required to keep their position as learning guides and organizers in the process of asking questions in class, and at the same time, really return the class to students, and don't set questions and answers in one place too carefully, let alone impose their own thinking mode on students. The teaching process should be dynamic and diverse. Especially as a Chinese course, there is no absolute fixed answer to learning articles except the fixed forms of words and phrases. Every student has his own way of thinking, and the results of natural thinking will be varied. Teachers should give students enough space to think and play, cultivate students' divergent thinking and divergent thinking, choose representative answers and give correct direction guidance.

For example, when learning the article "Adoption of Wood Carving", you can ask students questions. Did the author do anything that his friends regretted? What would you do if you were the author? Have you ever turned your back on your friends in your life? In this way, students can think and discuss this article according to their own ideas, and understand the article in combination with their own actual situation, thus stimulating students' enthusiasm for learning.

5. Guide students to return to textbooks

Questioning is an art, but it is also a tool to optimize the classroom. As the master of the classroom, teachers must use this tool freely. While encouraging students to actively think and divergent thinking, we should constantly guide students to return to the classroom and not let students' thinking change from divergent to rambling. After students come up with answers, teachers should pay attention, listen and answer, and then guide them back to textbooks according to the situation, so that students can enjoy learning and concentrate on classroom learning.

6. Design profound questions to promote the development of thinking.

Does the teacher have to ask questions in Chinese classroom teaching? Quasi? That is to grasp the students' psychology, find the right starting point, carefully design the problem scenario, inspire students and think deeply. What does it say here? Quasi? It means focusing on the teaching purpose and starting from the students' actual knowledge level, grasping the main problems, asking questions at different levels and inspiring students to think; At the same time, we should grasp the logical relationship of the content of the text, deepen it step by step, and not ask too empty questions. For example, when teaching Shen Congwen's prose Song of Yunnan, if you ask students: How does the text reflect the characteristics of scattered form but not scattered spirit? Students certainly don't know where to start with such questions, but Zhang Er and Monk are puzzled and difficult to answer. In the long run, it will definitely dampen students' enthusiasm for learning.

The study book says:? A good questioner is like attacking wood, whoever is easy first saves wood. ? Therefore, when designing classroom questions, Chinese teachers must grasp students' psychology and ask questions accurately. Small incision? To reflect the big problem. For example, when learning the text "Lu Tiha punches the town of Kansai", because the text is very long, if the teacher does not focus on the eyebrows and beards, then the students will not know how to start, and there will be a situation of being at a loss. Therefore, when teaching this text, we only need to grasp two questions: First, why did Lutai attack Kansai Town? Second, how did Lutai kill Kansai Town? Starting from these two questions, as the breakthrough of understanding the full text and the vane of classroom discussion, let students ask questions freely around it. In this way, students can thoroughly understand the full text.

7. Pay attention to divergent thinking questions.

Questioning in Chinese classroom teaching should not only make students master basic knowledge and understand the meaning of the article, but also train and improve their thinking ability and comprehensive ability. Therefore, teachers should pay attention to the angle and depth of questioning, and ask questions from different angles to inspire and guide students, so that students can not only broaden their thinking space, but also cultivate their divergent thinking ability while mastering various solutions to the same problem. For example, there are sometimes more than one way to divide paragraphs in a text, which can guide students to think: if other standards are adopted, how should they be divided?

For example, in the teaching of Peach Blossom Spring, students realized the author's good wish to attack the darkness of society, the cruelty of war and the pursuit of a better life. In the teacher's questioning guidance, if the society was full of people like Tao Yuanming at that time, what might happen to the society? Many students realized this problem after that? If everyone does this, then society will not develop. ? This naturally leads to the negative side of Tao Yuanming's thought. Through these trainings, students will know that the original solution to the problem is sometimes not single. In their future study and life, they will naturally draw inferences and be flexible.

8. The focus of questions should be on capacity-building.

The ultimate goal of Chinese teaching is to enable students to have the ability of listening, speaking, reading and writing. Ability is cultivated in the process of training, so classroom questioning must focus on ability training. To achieve this, we must first completely change the basic teaching system centered on knowledge learning and the basic teaching form based on teacher analysis, and replace it with the basic teaching mode centered on ability training and the basic teaching form based on students' active learning and practice under the guidance of teachers. We should take training as the main line, teaching and learning as the means of training, and guide students to master words, phrases, chapters and other knowledge actively in the whole process of listening, speaking, reading and writing training.

In order to make training more effective, teachers must be good at designing and telling questions skillfully, and even general classroom questioning and exercises should pay attention to ability training. For example, in the teaching of Peach Blossom Spring, we can design such a question:? Wife? Is there one word or two words in the text? How many examples can you find in this article, such as ancient and modern homographs?

In junior middle school Chinese teaching, the art of classroom questioning plays an important role, which can urge students to think positively and improve their Chinese ability, thus improving the overall teaching quality and cultivating their innovative ability.