On Question In Learning-oriented Instruction

'On Question in Learning-oriented Instruction' is the study aiming to enhance the effectiveness of classroom teaching,in which primary and middle school students take the initiative to express their doubts or wrong questions they understand first,and then find the right solutions when they learn the teaching materials.There are certain differences between the word 'question' in 'Question in Learning-oriented Instruction' and the word 'problem' in 'Problem Solving'.'Question' refers to the doubt designed to cultivate students,ability of asking questions and problem solving.'Problem' refers to the general question or problem with uncertain answers,aimed to foster students' ability of inquiry and innovation.Question in Learning-oriented Instruction is the activity organized by teachers based on the doubts of the students putting forward and meeting during the teaching and learning.Meanwhile,it is the activity that teachers guide students to study and solve doubts in learning,and actively plan and realize the possibility of time and space in students and teachers' own lives.There are five characteristics and they are developing the reasonable autonomy of teachers and students,encouraging students to ask questions actively,training the problem-solving ability of learning group,making'the better students are better,the poor students have great progress',and optimizing the circle of questions among the classroom learning and homework relatively completely.It also has three properties and they are effective teaching,understanding teaching and emotional teaching.The first one concerns students 'subjectivity and sees students as question originators,analysts and solvers,highlighting students' learning responsibility,learning affection,learning autonomy,learning ability,learning strategies and popularity among learning.The second one advocates students to understand the text,themselves and their teachers to satisfy the needs of students ' self-regulated learning and problem solving;Teachers should understand themselves,understand the students,remove the obstruction of students'self-regulated learning and guide students to learn independently.The last one emphasizes the teacher's emotion,emotional regulation and encouragement.In order to study the Question in Learning-oriented Instruction deeply,the author uses the methods of literature research,investigation research,participant observation and so on.First of all,by means of literature research,the author discusses the connotation of Question in Learning-oriented Instruction to distinguish the similarities and differences among Question in Learning-oriented Instruction,Non Question-oriented Instruction and Question-oriented Instruction,and analyzes the three theoretical basis of Question in Learning-oriented Instruction,which includes stage theory of problem solving,students' autonomous learning theory and teachers' emotion theory.Secondly,the author has investigated four schools(SY,FH,ZJ,GC)in Shandong province as examples,and refines the practical needs of Question in Learning-oriented Instruction.It includes the teachers' needs and students' basis in the implementation of Question in Learning-oriented Instruction,and highlights the necessity,importance and feasibility of the implementation on Question in Learning and oriented Instruction.Finally,the method of participant observation is used to verify the rationality of the Question in Learning-oriented Instruction structure,and to investigate the implementation process.the Question in Learning-oriented Instruction is carried out in a specific time and space,therefore,its implementation process involves both macro and micro views.The macro process mainly includes the cultivation of students' problem solving literacy,the formation of teachers' awareness of question in learning-orientated,and the developing the culture of asking questions;The micro process mainly focuses on three kinds of different classes(new teaching class,experimental class,revision class),that is to say,these three types of courses can reflect the implementation process of Question in Learning-oriented Instruction.Through 18-month implementation period in these schools in Shandong,the author has found that the knowledge of teaching performance has been improved,the quality of student problem solving has been enhanced,and the teaching efficiency has been improved.All of these have become a strong evidence of the efficiency on Question in Learning-oriented Instruction,and become the scientific basis for its further implementation.However,there will be more challenges in the process of deepening the Question in Learning-oriented Instruction in the future.Among them,the conservativeness of teachers,the lockstep of students,the seeking steady status of managers and the optimization of Question in Learning-oriented Instruction are the major challenges.Therefore,the reform of Question in Learning-oriented Instruction is a long way to go and will also be harder.