Group-activity- and New-lesson-based Student Questioning in College Chinese Teaching
Guided by the relevant classroom questioning theories, the author has practiced group-activity- and new-lesson-based student questioning-answering and self-answering model (GANL-SQuASA) in College Chinese teaching for five terms in Tianjin College, University of Science and Technology Beijing. The group activity is focused on the tough points specified in the Teaching Objectives of each lesson to be taught following the students’ PPT presentation, after which the usual student questioning and answering happens, but the questioning student has to offer answer to his/her own question and just this last stroke has brought students’ potentials into full play and added classroom attraction. At the completion of the course in each term, students found that their critical reading, appreciating, thinking and expressing abilities have obviously improved and they have developed into a habit of researching and a certain degree of academic consciousness which is relatively weak among Chinese undergraduates. The results of the questionnaire also verify that the model is a good try in College Chinese teaching, while the smooth application to other two courses, Introduction to Mao Zedong Thought and Theoretical System of Socialism with Chinese Characteristics and Traditional Chinese Culture proves that the model deserves spreading to the teaching of similar courses.