Observation Report on Teacher Questioning in International Chinese Education Classroom: -- Take an Advanced Speaking Class as an Example

Yanzi  Yang

doi:10.54097/4qw0k269

Authors

Yanzi Yang

DOI:

https://doi.org/10.54097/4qw0k269

Keywords:

Classroom Questioning, Teacher, International Chinese Classroom

Abstract

Chinese teaching classroom is an important place for teachers to use discourse communication to cultivate students ' language ability and language communication ability. Appropriate teacher classroom questioning has three positive effects: for teachers, classroom questioning has the function of evaluation and is also a means of classroom management; for students, classroom questioning can attract attention, mobilize learning enthusiasm, inspire thinking and deepen memory; for teachers and students, classroom questioning can promote the emotional communication between teachers and students. Therefore, this paper focuses on observing the types and distribution methods of teachers ' questions in the classroom of Chinese as a foreign language. By repeatedly watching the classroom records, the data statistics and analysis of the observation items are carried out, and the problems existing in the classroom questions are pointed out and relevant suggestions are put forward to provide reference for international Chinese teachers to ask questions in the classroom.

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