Researches In Training The Students' Questioning Sense In Chinese Teaching

In the Chinese class, "questioning" sense is the starting of creation. That means the students must have the ability of raising questions and solving problems by themselves. And only during the course of asking questions and trying to solve them can the students bring forth new ideas and make a study of something new. Otherwise, they can only accept what is given by the teachers. Therefore, we teachers shouldn't just concentrate our efforts on giving the students some fixed knowledge. We must pay more attention to developing students' curiosity and "questioning" sense, which will really lead to the creative behavior.The important principle of the new course reforms is that teaching must be student-oriented. So we teachers are required to initiate the students to participate, encourage them to investigate and pay attention to the development of their science characters and creative ability. The new course standard of Chinese has also brought out that the students must change their ways of studying and try to learn Chinese from which they can benefit in all their lives. This requires the middle school teachers must think more highly of arousing the students' "questioning" sense which will do much for the development of the student' ability and make them discover and solve problems actively.Based on the teaching investigation and the teaching test, I set out from the Chinese teaching experience of myself in this article and rely on constructivism theory and creative education theory and the theory of Chinese teaching psychology. I try to refer to the "3D target" put forward in the new course standard of Chinese ,take the characteristics of Chinese into consideration and explore how to train the students' "questioning" sense efficiently and feasibly.The whole article is totally divided into 4 chapters. In Chapter 1, problems are put forward. What's the sense of "questioning"? Why should we train it? What is the theoretic foundation of training it? All the questions above are elaborated in this chapter. In Chapter 2, through questionnaire, I know that most of the students pay little attention to "questioning" sense. Knowing the present condition, I try to look for the cause of this problem and find out the solutions. Chapter 3 is about how to train the strategy of "questioning" sense in Chinese teaching. In Chapter 4, I illustrate the feasible and efficient ways to train the students' "questioning" sense further by experimental researches. And then I tally up methods and get conclusions.Having discussed the problems above, we hope that the teachers will think highly of training the students' "questioning" sense, improve the teaching methods and try to train more talented persons who can bring forth new ideas and keep up with the development of the society.