A Study Of Classroom Questioning Design On The Basis Of PISA Reading Assessment Concept

Questioning is not only the most commonly used teaching strategy, but an indispensable method in reading teaching design and classroom teaching organization, which is directly connected to the effectiveness of reading teaching and the cultivation of students’ reading literacy. But in Chinese reading teaching, some problems like ambiguity of questioning purpose, disorder of questioning and low level of questioning are existing in classroom questioning. They have an obvious negative impact on students’ development of the ability of agile grasping and processing of information, the faculty of understanding new things, a wide field of view, critical thinking and the modern citizen awareness that people participate in social activities through reading. In this post-industrial era of informatization and knowledge economy, different requirements for cultivating students’ ability are put forward, and PISA reading assessment stands for the direction and trend of this kind of international basic education development. Therefore, the thesis attempts to apply the value orientation of PISA reading assessment to observe the present situation of classroom questioning design in Chinese teaching. On the basis of texts, students’ cognitive level and PISA reading aspect, the classroom questioning design takes the cognitive level strategies and systematically designs the classroom reading questioning. The thesis mainly includes four chapters.Chapter one is an introduction, including an analysis of the background of the questions, an illustration of the aim and significance of the thesis, a summary of domestic researches of PISA reading and classroom questioning design and also the research ideas and methodology of the thesis.Chapter two gives a definition of core concepts and a sketch of theoretical basis of PISA reading assessment and classroom questioning design. Firstly, it analyses PISA reading literacy concept and also proposes the concepts: code-accessing ability of “access and retrieve”, decoding ability of “integrate and interpret” and pragmatic ability of “reflect and evaluate”. Secondly, it defines the concept of classroom questioning design and discusses the basis and functions of classroom questioning design.Chapter three is the analysis of the theory of the thesis. It analyses the actual situation of classroom questioning through PISA reading values, which mainly consists of three aspects. The first aspect is the analysis of the current Chinese reading teaching in middle school from the perspective of teaching objectives, teaching contents, teaching process and teaching evaluation. The second is to clarify the four kinds of problems in present classroom questioning. The last analyses the four aspects of value orientation of reading teaching of PISA reading assessment, namely student-based reading literacy, language practice of introspective evaluation, reading aspect in the level of cognition and standard system of comprehensive analysis.Chapter four is the design of practice and the reflection of the thesis. It designs and analyses classroom questioning for the two texts The Sight of Father’s Back and Kong Yiji according to PISA reading assessment concept, on the basis of which strategies to improve the design of classroom questioning are proposed.