本文聚焦于汉语课堂，旨在深入探讨学生在课堂互动中自主提问的类型、特点以及教师在面对这些问题时的应答行为和效果。通过文献综述，文章对师生互动、教师话语、学生话语和提问行为等领域的研究进行了全面的梳理，为后续实证研究提供了理论基础。

在实证研究部分，文章对汉语课堂中学生自主提问的行为进行了细致地观察和记录。通过对大量课堂实录的分析，将学生自主提问分为澄清请求类、确认核查类、知识深化类、迁移对比类、实际应用类和质疑探讨类六大类，并统计了初、中、高三个等级学生的自主提问情况。

同时，文章还关注了教师在面对学生提问时的应答行为。通过课堂观察和教师访谈，研究将教师的应答行为分为直接回应、间接回应和无回应三种类型。文章还分析了每种应答行为对学生学习效果的影响，并指出了教师在应答学生提问时存在的不足。

在结论与建议部分，文章对教师在课堂应答中存在的问题进行了深入剖析。针对专业素养欠缺、课前准备不足、课堂应变策略单一和课后缺乏反思等问题，文章提出了具体的教学建议。这些建议旨在提升教师的应答能力和课堂教学质量，从而更好地满足学生的需求，促进他们的积极参与和学习效果。

总体而言，本文致力于提升汉语课堂的教学质量，促进学生的积极提问和教师的有效应答。通过深入探讨学生自主提问的类型和特点以及教师的应答行为的类型和效果，文章为汉语课堂教学提供了有益的参考和启示。希望本文的研究成果能够为汉语教师提供实用的教学指导，推动汉语课堂向更加高效、互动的方向发展。

This article focuses on Chinese language classrooms, aiming to delve into the types and characteristics of students' self-initiated questioning during classroom interactions, as well as teachers' responsive behaviors and their effectiveness when faced with these questions. Through a literature review, the article comprehensively summarizes research in areas such as teacher-student interaction, teacher talk, student talk, and questioning behavior, providing a theoretical foundation for subsequent empirical studies.

In the empirical study section, the article conducted detailed observation and recording of students' self-initiated questioning behaviors in Chinese classrooms. Through the analysis of a large number of classroom recordings, student self-initiated questions were classified into six categories: clarification requests, confirmation checks, knowledge deepening, migration comparisons, practical applications, and critical inquiries. Statistics were also collected on the self-initiated questioning of students at the beginner, intermediate, and advanced levels.

Meanwhile, the article also pays attention to teachers' responsive behaviors when faced with student questions. Through classroom observations and teacher interviews, the study categorizes teachers' responses into three types: direct response, indirect response, and no response. The article further analyzes the impact of each response type on students' learning outcomes and points out deficiencies in teachers' responses to student questions.

In the conclusion and recommendation section, the article provides an in-depth analysis of the problems teachers face in classroom responses. Addressing issues such as lack of professionalism, inadequate preparation before class, limited classroom adaptation strategies, and lack of reflection after class, the article offers specific teaching suggestions. These suggestions aim to enhance teachers' responsiveness and improve classroom teaching quality, better meeting students' needs and promoting their active participation and learning outcomes.

Overall, this article strives to enhance the teaching quality of Chinese language classrooms and promote active student participation and effective teacher responses. By deeply exploring the types and characteristics of students' self-initiated questioning, as well as the types and effectiveness of teachers' responsive behaviors, the article provides valuable references and insights for teaching reforms in Chinese language classrooms. It is hoped that the research findings of this article can provide practical teaching guidance for Chinese language teachers and push Chinese language classrooms toward a more efficient and interactive direction.