The Teaching Strategy Of Qu:Est And Its Application In Reading Teaching Of Chinese In Middle School

Development of language skills and intellectual development are closely connected. Concept is the beginning of thought. Each discipline is a system of concepts, of course Chinese is without exception. Qu:Est teaching strategies can help teachers plan the effective problems that enhance students’ conceptual awareness and understanding. This paper introduces the Qu:Est teaching strategies, and try to apply it in the teaching of Chinese reading in middle school. Qu:Est teaching strategies combine thinking and teaching strategy, which help students to reflect on their own in return and ask the two together, combining with effective questioning teaching dialogues. It can be divided into collection policies, strategies of bypass, and anchoring. Policies are procedural knowledge, in order to allow students to better grasp them. And teachers must be prepared to demonstrate their teaching, which make students see and hear the thinking process of the strategies, and deep understand the characteristics of this strategy, and also be able to learn and imitate it. So after the introduction of the strategies, model classes are designed and focused on the strategies.This paper is divided into three chapters:Chapter I introduces the collection strategy. Collection policy is the foundation of established concepts. Collection policy follows the thinking of different memories and observation into policy strategies. Student-specific information is collected through observation and memory concepts. So this chapter is divided into two parts. Part one is to observe the policy and will look at the strategies used to grade the lesson design of nuclear boat text. Part two is about the memory strategies and the memory strategies used to grade the lesson design of the Kong Yiji text.Chapter II is devoted to Bridging strategy. Steps to bypass policy are indispensable for development and concept creation. Bridging strategies follow the difference of thinking, which classified as comparing policies, control policies and group policy. By comparison, controlled, grouping strategies, students can gather and organize information, and also identify key characteristics of a concept. So this chapter is divided into three parts. Part one is about compare policies and how to apply them to the lesson design of the Tan text and the fat cats text. Part two is about control strategies and how to use them in the lesson design of the feast text. Part three is about group policies and how to make them apply in the lesson design of the puppy baodi text.Chapter III describes the Anchoring strategies. Anchoring policy regulates the construction concept. Anchoring policy follows the thinking of different classification, which is divided into labeled strategy and tactics. By labeling and classifying policies, students clarify their own concept and conceptual category. So this chapter is divided into two parts. Part one is about labeled policy and how to make labeling strategies grade the lesson design of the spring text. Part two is about classification policy and how the classification is applied to model class in the teaching of design.This paper tries to Qu:Est strategies in the teaching of reading in middle schools. Relying solely on one or two model classes design is unable to fully grasp. Therefore, it requires teachers to spirally use Qu:Est strategies in the future. And the strategies eventually allow students to migrate them to the other areas of study.