Research On The Application Of Open Question In Chinese Teaching In Middle School

Open-ended questioning is one of the important ways of asking questions in the classroom.Its fundamental purpose is to improve the effectiveness of teachers' classroom teaching and to promote students' deep thinking about the text.Based on the current situation of high school Chinese classroom questions,this paper analyzes the necessity of open-ended questions in the Chinese classroom,and explores the issues of open-ended questions,questioning methods and evaluation strategies in combination with specific teaching processes.This thesis is divided into six parts.The introduction part mainly introduces the research summary of open-ended questioning,expounds the specific meaning and general characteristics of open-ended questioning in middle school Chinese teaching,and paves the way for the following.The first chapter is the investigation of the status quo of open-ended questions.It mainly collects and sorts out the relevant opinions of the Chinese teachers in the first-line middle school on the classroom questions in the form of questionnaires,analyzes the actual situation of the middle school Chinese classroom questions,and summarizes the main problem that exists in it.In addition,this thesis takes the classroom recordings of six famous Chinese language teachers as the research object,and explores the unique aspects of the local language teachers in the classroom questioning,in order to obtain some inspiration and provide reference for open questioning teaching.The second chapter is the problem design strategy for open-ended questions in middle school.This part puts forward the three principles of goal,hierarchy and attraction of open-ended question design,and explores the specific strategies for open problem formulation.For example,based on stylistic features,problem primary and secondary,cognitive thinking level and student experience,design problems,combined with specific textbook texts,are illustrated in the form of examples.The third chapter is the questioning strategy of open-ended questions.It mainly expounds the specific presentation methods of open-ended questions in the classroom,such as the timing of questions,the way of asking questions and the principle of asking questions.Because the open-ended problem is characterized by comprehensiveness and uncertainty,it is necessary to be based on a certain teaching situation,flexible and changeable in the teaching process,and to coordinate and guide on this basis,so as to be open and orderly.The fourth chapter is the evaluation strategy of open questioning.This part first expounds the evaluation concept based on open-ended questions,and analyzes the common ways of answering questions in classroom teaching.Secondly,based on the requirements of the core literacy of the Chinese language subject,the evaluation objectives and basic evaluation principles of the open-ended questions in middle school are analyzed.Finally,relevant evaluation strategies and suggestions are proposed in combination with specific teaching cases.The conclusion part briefly reviews the full text,analyzes the inadequacies and the direction of continuing efforts,in order to provide some ideas for the actual question teaching.