Study On Strategies Of Setting Main Questions In Chinese Reading Teaching In Senior High School

The concept of the main questions in Chinese teaching in middle schools,was first proposed by Yu Yingchao in 1993.Compared with the piecemeal questions and answers of teachers and students in daily teaching,the main questions is characterized by refinement,system,and excitement.It has a leading role in the advancement of reading instruction in the entire Chinese language classroom.Since then,many leaders of Chinese teaching,after Professor Yu,have conducted more in-depth research on the main questions and have worked hard to build a theoretical system of Chinese teaching in middle schools.In this paper,a high-school Chinese textbooks was used as an example,to study and explore the ways to improve students' effective learning by setting reasonable questions in Chinese reading teaching in the high school.With a view to enriching the connotation of the "main questions" teaching theory.The introduction systematically summarizes the core connotation,historical origins,and research status of the main questions,explains the research significance and methods of this study,and paves the way for the following discussions.The first chapter discusses the concept and design elements of the main questions,then analyzes the excellent teaching design and classroom teaching questions at home and abroad from the theoretic perspective,and selects exemplary teaching examples that can be referenced.It is clear how to set the direction of the main issue from the overall perspective of teaching design in the first place,and then determine the elements of main issue setting from the microscopic point of view.Only from the macro-level design to the micro-level detailed consideration of the main questions,can we maximally read the teaching process in series and achieve effective teaching.The second chapter analyzes the problems existing in the implementation of the traditional classroom and the new classroom in China from from practical viewpointthe perspective of reality.Many Chinese language teachers have two extreme trends in reading teaching,either tending to over-rely on the teaching materials in the traditional classroom and ignoring the text itself,or they tend to pursuinge the new teaching mode in the new classroom and gradually enter the formalism of technology.Both have not fundamentally solved the problems existing in Chinese language reading teaching today,those are,they do not paying no attention to the teaching materials themselves and do not pay attentionnor to the actual situation.Comparing the common disadvantages of the two can point the way for the development of the main questions.The third chapter is from the strategic point of view,discusses discussing the main questions in the high school Chinese reading teaching in the specific implementation methods,respectively,from the text,learning situation two dimensions.This part is the research focus of the this paper.First of all,Chinese teachers should determine the correct main questions teaching objectives through the study of curriculum standards,teaching materials,and examination outlines,and clarify the teaching direction.Then,analyze the situation of learning,starting from the emotional perception of students,aiming atteaching students in accordance with their different learning segments,different classes,and different The individual's learning situation is taught in accordance with their aptitude.The fundamental purpose of the strategy is to help language Chinese teachers to set give a good lesson on the master problemby setting delicate main questions.The fourth chapter is from the perspective of evaluation,not only from the content to evaluate the improvement of the main issues,but also from the type,difficulty,language and other aspects of the main issue of comprehensive assessment.