Research On The Optimization For The Design Of "Main Question" In Chinese Reading Teaching

The "main questions" are the questions "indeed affect the whole body", which can effectively simplify teaching ideas and avoid the appearance of meticulous,shallow and disordered questions in class.Many Chinese teachers have been consciously using "main questions" in reading teaching,but there are deviations in the design. This thesis will focus on how to optimize the design of "main questions" in Chinese reading teaching and use the methods of literature analysis,case study and comparative analysis to analyze the deviations and their causes in reading teaching "main questions"design.After this,the thesis will put forward the corresponding optimization countermeasures according to related educational philosophy and teaching practice to build a set of efficient style of Chinese reading teaching,thus greatly improve the efficiency of the classroom.The thesis consists of four parts. In the first part,the problems and their causes are properly described. The problems are that the target point is unknown,the difficulty is set incorrectly, the structure is disorderly,the perspective of "main questions"lack of creativity and the designer is single.The main reasons for these problems are that teachers misunderstand the nature of "main questions",improperly interpret the text and ignore the subjectivity of students.In the second part,the thesis investigate the principles to optimize the design of "main questions" from the macro.When it comes to the "main questions"design,teachers should adhere to the holistic optimization principle,objective optimization principle,textual optimization principle, subjective optimization principle and unity optimization principles.In the third part,the thesis will concretely investigate the optimization strategies about "main questions" design. Teachers should grasp the inner logic of teaching content and characteristics about materials and texts,participate in the development of curriculum resources,fully understand student learning and choose a appropriate angle to design good "main questions".The last part will analyze the classic cases about "main questions"design in reading teaching,and deeply discuss the relationship between "main questions"and close reading,"main questions"and "auxiliary questions",and the different "main questions".In a word,this thesis specifically analyze the misunderstanding in cognition and practice about "main questions"design and put forward corresponding optimization strategies to make a full use of "main questions’" advantages in Chinese reading teaching.