Senior High School Chinese Reading Teaching Design Status And Countermeasure Research "main Problem"

In language teaching in high school, reading teaching occupies a very important position. Better quality of reading instruction can better improve students’ language literacy. Therefore, methods and strategies of teaching reading are very important.Reading the "main problem" design as a teaching strategy, to a certain extent, can improve the efficiency of Chinese reading teaching can help teachers teaching tasks done more efficiently, and to a large extent, improve the students thinking,problem-solving skills as well as the student’s own language literacy. "Main problem" Design advocates question the students as teaching reading, teacher-led. As a way of teaching students and teachers equal dialogue, for language teaching practice plays a big role.Currently high school language teaching of reading, for questioning the body, the way, the level, type, so there are still some problems. This paper attempts to pass on the teaching of reading in the "main problem" design philosophy as well as analysis of the characteristics, and explore reading for high school language teaching "main problem" Design and implementation of the existing problems, which made some of the teaching of reading in "Main problems " design strategy.The object of attention is part of the Institute of Lanzhou E language teachers and some students from middle school to high school a total of three high-grade samples.Mainly by teachers and students of questionnaires, interviews with teachers, classroom observation of these three methods studied.From the point of view survey data, E secondary school Chinese reading teaching,the "main problem" design, there are some problems: teacher still is a question of the main classroom language reading; few students take the initiative to ask questions of the phenomenon; in terms of text interpretation, pluralistic interpretation of the concept of teachers and students is not very deep; in classroom discussions and inquiry process,and not all of the joint participation. To solve these problems, the author of both teachers and students, made a number of teaching reading strategies "main problem" design. For teachers, the main idea from the teacher asked the question, pluralisticinterpretation bounded text, according to the text feature high design quality of the "main problem", guide students to preview before class and focus on classroom interaction, respect for the unique experience of students in these five areas discussed.Students aspect mainly done preview, and the ability to challenge and question by reading the text, read widely, and many have learned to understand the text data, and interpret multivariate bounded to actively participate in the classroom teacher organizations discussion and reflection activities, enhance their thinking skills and problem-solving skills in the subtle, in the interpretation of the text of course, have their own unique perspective of these four aspects are discussed.