Research On Developing Self-Questioning Skill In Reading For Professional Students

Self-questioning, a behavior of raising questions and problems autonomously, is not only an appearance or performance of exterior learning, but also an exact ability of using certain tactics intensively in learning process. To train professional engagers, typically the students, with the ability of self-questioning will greatly enhance their performance on various aspects of study, for example, it will help them build capability of question-tackling endowing them with the habit of initiative & investigative learning as well as lifetime reading. The interference and cultivation of students' ability of questioning, especially self-questioning, is to be realized in a lot of student-cultivation procedures, e.g. inspiring the students' curiosities, building questioning atmosphere, delivering questioning methodologies, encouraging auto-cognition lifting.The present survey uses research group and controlled group by employing content analysis, open questionnaire and observation. This survey is conducted in the process of Chinese teaching myself with three first year classes in the same major, of which there are totally 138 students, labeled as Research Group One, Research Group Two and Controlled Group; Each group is then assigned an instructors, the lecture content and class time are the exactly the same for all 3 groups. But in the research groups, "Awaking and Consolidating the Consciousness of Questioning activities are provided in the research groups instead of the controlled group which is instructed with traditional methods, besides questioning methodologies and training are provided in these two groups. In addition, there is another aspect about the instructors' demonstration of how to question offered in Research Group one which is not offered in Research Group Two. The research survey lasted 8 lectures totally about one month. During this survey, the ability of the participants is tested and 109 of the participant data turn out to be appropriate. Those data are then analyzed by employing relativity analysis, co-variance analysis, and multi-regression. The relation among the number of the questions raised the level of the questioning ability and the capability of the relevant comprehension is also studied, typically by comparing the performance of the research groups and the controlled group before and after the lectures. The result shows that1. The frequency of questioning varies apparently, and the second level is higher than the first and third ones in number.2. Teaching interference can greatly enhance the students' ability.3. During the process of teaching interference, the students with a solid knowledge foundation will benefit more compared to others.4. The number of the second-level questioning has a positive correlation with the second-level and third-level reading comprehension.5. The regression result indicates that the number of second-level questioning have a great prediction to the second-level reading comprehension ability, and so does the second -level questioning to the third level reading comprehension.6. The regression result also demonstrates that the questioning teaching interference havelittle to do with the improvement of the students' ability about reading comprehension.