Research On The Application Of Answer Form In The Chinese Reading Teaching

Classroom questioning is an important means for reading teaching; and teacher’s skill onasking question can arouse the students’ interest in reading, guide the students to taste thethought and improve the students’ Chinese accomplishment. The author of this paper is alwayspuzzled about the design of teaching question during the period of the author’s teaching practiceand teaching observation. E.g. Design how many questions to guide the teaching; whether thequestion can arouse the students’ reading interest; how to hold the difficulty level and how toarrange the teaching order. In order to solve the above-mentioned puzzles, the author of thispaper decides to apply Answer Form to Chinese reading teaching; based on the length ofAnswer Form, the author of this paper divides the questions into four question situations fromthe easier to more difficult; and they are micro Answer Form, short Answer Form, long AnswerForm and new Answer Form respectively. Designing the question from this perspective candesign questions of reading teaching with distinct hierarchy, which can make frontline teachershave another useful tool when they design the teaching questions; and it can also provide auseful teaching strategy for guiding the students to taste and think about questions.This paper is divided into six chapters; the first chapter is about introduction which mainlyputs forward the practical significance of the research. Firstly, applying Answer Form into thereading teaching and flexible arrangement of Answer Form on the proportion for the difficultylevel of the questions depending on the students’ zone of proximal development and readingexpectation can greatly improve the effectiveness of reading teaching. Secondly, applyingAnswer Form into the reading teaching, putting forward question which can arouse the students’reflection and guiding the student to think deeply about long Answer Form and new AnswerForm questions with larger density can further develop the students’ cognitive level. At last,applying Answer Form into the reading teaching can attach more emphasis to developing thestudents’ affective level by aiming at the text which can take the students’ spiritual growth intoconsideration and perfect the students’ personality.The second chapter mainly explores the connotation and teaching value of Answer Form. It respectively shows the connotation of Answer Form from the perspective of psychology andChinese reading teaching; and it pays more attention to analyzing the teaching value of AnswerForm on Chinese reading teaching.The third chapter discusses the theoretical base used by Answer Form of Chinese readingteaching. Starting from zone of proximal development and reading expectation, it reasonablydesigns question situation with different hierarchies, guides the students to taste and ponder overthe text and improve the students’ Chinese achievement.The fourth chapter mainly discusses design principle and type for Answer Form of Chinesereading teaching. Firstly,applying Answer Form into the reading teaching and designingreasonable question situation should follow four principles: reflecting three-dimensional target,student-centered, dynamics and integrality. Secondly, it makes the question classifications ofdifferent Answer Forms orderly in reading teaching: micro Answer Form includes questions ofmemorability and knowledge; short Answer Form includes questions of understanding andperceptibility; long Answer Form includes the question for tasting, appreciation and comparisonof language; and new Answer Form includes questions of criticism, reflection and extensiveapplication.The fifth chapter discusses the strategy of classification teaching for Answer Form in theChinese reading teaching from the perspective of practice. Different Answer Form can designdifferent questions with different hierarchies of thinking and affection; the teacher can adoptdifferent teaching strategies based on the difference between the question raised and the student’scognition to guide the student reasonably and eliminate the difference gradually; and then thestudents’ reading ability can be improved and the students’ Chinese achievement can bedeveloped comprehensively.The last chapter is conclusion; and this chapter is a supplement for the whole paper. Firstly,it states clearly that Answer Form should be applied flexibly and properly with appropriateteaching method and reading thought. Secondly, the teacher should pay more attention to the textexplanation when the teacher uses the Answer Form flexibly.