Study On Effective Questions In Chinese Reading Teaching In Junior Middle School Based On Students' Thinking Ability

The depth and breadth of questioning plays an important role in the development of students ' thinking ability.Classroom questioning is a necessary link in the teaching process and a wonderful presentation of teachers ' teaching skills.What methods to use in the teaching of Chinese reading questions to improve the students ' thinking ability really need to delve into.This thesis is to understand the present situation of classroom questioning and the developing State of students ' thinking ability under this situation through attending lectures in junior middle school Chinese reading teaching.Based on analyzing the influence of teachers ' questioning on the development of students ' thinking ability in Chinese reading,this paper explores the forms,methods and ways of effective questioning,in order to enhance students ' interest in learning Chinese.Lead the thinking ability to develop well.In this paper,the literature analysis,classroom observation,action research,case analysis combined with the research methods of research,around the classroom analysis,from different points of view to summarize a large number of teaching records and cases.In the first chapter,this paper defines the basic content of effective questioning and the development of students ' thinking ability.In the second chapter,after clarifying what is the effective questioning,what is the thinking ability and thinking ability in the teaching of Chinese reading,we get the effective questioning factors which influence the development of students ' thinking ability.Based on this,the paper sets up the table of the classroom situation,understands the present situation of questioning in the teaching of Chinese reading in junior middle School,finds out the existing questions and causes in the teaching of Chinese reading in the third chapter,analyzes the causes of the current problems,corrects the mistaken questions and constantly perfects the skills of questioning Fourth chapter observes and records after the optimization question attention,unifies the student feedback,from the Question Time change,the question way change,the question main point change,the question subject's change studies their each and the thinking ability relations,obtains tothe student thinking ability development has the important function question skill In the fifth chapter,according to the two stages of teaching record analysis,the formation of junior middle School Chinese reading teaching to implement effective questioning in order to ensure the effectiveness of Chinese reading teaching.This research not only deepened the teachers ' attention to the question in Chinese teaching,improved the method of classroom teaching,but also optimized the method of reading and learning,and improved the students 'thinking ability.The innovation of this paper lies in the comprehensive daily teaching situation and the researcher's theory,the self-made classroom situation statistics,is aimed at the current Chinese reading teaching in the teacher question quality is not high,the question scope is too narrow,the question form rigidity,the rationale answer and the waiting time assignment unequal question custom.Therefore,the results of this paper can form the effective strategy of teachers ' questioning in practical teaching,realize the quality and quantity of classroom questioning,promote students ' active integration into the classroom,arouse their interest in learning,enhance their confidence,and thus enhance their thinking ability.