The Research On Content Hierarchy Of Effective Questions Asking In Chinese Reading Teaching Of Middle School

In today's Chinese reading teaching in middle school, provincial question content arises occasionally, especially in literature text teaching. The provincial content influences accomplishment of teaching targets, and improvement of reading learning and reading capability of students.Considering this issue, the paper is tempted to explore content orientation for reading teaching in middle school, determines base point of content of effective questions asking and analyzes basic layers of content. So that it's expected to make efforts for theory research on content of effective question asking in Chinese reading teaching of middle school. It also provides a content reference for question design, "provinciality correction" in the class and further guidance, and promotes teachers for more orderly "teaching" and students for more effectively "learning".Based on analysis of existing issues in questions asking content, this paper puts forward a supposition of hierarchical question content:Question content can be divided into layers according to inherent logic of certain teaching content, in view of specific goals of reading teaching. Afterwards, combined with effective teaching theories, Chinese curriculum theory, psychology, and text hierarchy theory, the paper studies orientation of effective question asking, position of question content and base point and inherent logic of teaching content, and then verifies the supposition theoretically.Later, by means of discussion of teaching value of selected article, it analyzes the relationship between selected text and reading knowledge, in the end determines inherent structure of reading knowledge of selected text, and gives out two main layers of content of effective question asking as well, and then completes hierarchy construction of content of effective question asking. Finally, two main layers of content of question asking are defined, explained in the way of teaching and discussed on application principle. In addition, this principle is used to analyze class cases and make demonstration.This paper argues that in Chinese reading teaching of middle school, base point of content of effective question asking must be reading knowledge. According to inherent structure of reading knowledge of selected text, the content hierarchy of effective question asking is determined as: Reading Knowledge·Text Layer and Reading Knowledge·Non-text layer.Thereinto, text layer consists of text language layer, text image layer and text feelings layer, which is precondition and foundation of understanding Reading Knowledge·Non-text layer. Reading Knowledge·Non-text layer contains declarative knowledge, procedural knowledge and strategic knowledge, which is the core of reading knowledge and supported by text. Moreover, it is the direct element of promotion of reading capability, which means the fact, concept, theory and strategy concerned in reading.The application of each layer must accord with integrity principle, directionality principle, flexibility principle and open principle. The questions in a complete and excellent Chinese reading class must contain the two main layers completely, so that it further promotes learning reading of student and improves reading capability.