Strategies On The Cultivation Of Students' Question Consciousness In Chinese Classes In Senior School

The problem is a prerequisite for recognizing and exploring the world.That is,it is a bridge to the unknown.For teachers,how to cultivate and motivate students' questioning ability is an important issue in teaching.The purpose of this paper is to find out strategies and methods of cultivating middle school students' problem consciousness in Chinese teaching with the help of modern education theory and Bruner's cognitive discovery learning theory,combining with the teaching practice and the teaching practice of Kaili No.1 high school in Guizhou.The thesis is divided into six parts:The introduction part mainly explains the connotation of problem consciousness,the orientation of student's problem consciousness and the significance of the research.The author thinks that problem consciousness occurs when the students can't understand and solve problems in the process of learning.It is of great significance to requirements of Chinese accomplishment and the reform of Chinese teaching classes in the ethnic areas including Kaili No.1 high school.The first chapter is to analyze the current situation of students'awareness in Chinese teaching of Kaili No.1 high school.Through questionnaire,the author finds that the problem consciousness of the students in Chinese classes in the local high school is very weak and needs to be improved.Through the interview,the author finds that teachers don't have various ways to guide students.The second chapter mainly expounds the specific strategies to cultivate students' problem consciousness from the perspective teachers' leading role.The author thinks that it is a good way to cultivate problem consciousness by designing problems,adopt a diversified class forms for the cultivation of students' problem consciousness,instruct students the ways to question and cultivate the students' question consciousness.The third chapter explores it on the basis of the main status of students.The author puts forward a positive evaluation to cultivate students' interest in questioning,to build a harmonious atmosphere,and to make students relaxed,so that students dare to question.Moreover,the author provides some strategies to unite family and build good learning surroundings.The fourth chapter advocates the multiple evaluation mechanism.Through mutual evaluation between teachers and students,we can foster students' problem awareness.The author attaches importance to process evaluation and reforming traditional teaching evaluation.The conclusion part reiterates the necessity and feasibility of the research on problem consciousness and the deficiency of the research.