Research On Problem-Driven Reading Teaching In High School Chinese

Question-driven teaching refers to the teachers and students in the process of teaching activities with question consciousness to the equal dialogue.The process is to drive students to think actively in a dynamic and constantly generated classroom by finding problems,proposing questions,analyzing and discussing and then solving the problems,so as to gradually improve the efficiency of extracting effective reading information and develop students’ independent reading ability.Under the guidance of Chinese curriculum standards for ordinary senior high school,this study adopts literature research method,case study method and classroom observation method to analyze the current situation of using question-driven teaching in senior high school Chinese classes and trace the source.This paper summarizes the specific application strategies of question-driven reading teaching,it is expected to provide new ideas and plans for teachers and scholars to build effective Chinese reading teaching classes.The paper is divided into three parts: introduction,body and conclusion,and the body is divided into four chapters.Chapter one,overview of question-driven reading teaching in senior high school.Combined with relevant literature at home and abroad,the connotation and characteristics of question-driven reading teaching are expounded.With the help of pedagogy,psychology and other relevant theoretical knowledge,combined with the conditions of teachers and students themselves,the specific value of question-driven reading teaching is defined from three perspectives in this paper: classroom,teacher and student.Chapter two,analysis of the current situation of Chinese question-driven reading teaching in senior high school.On the basis of practice,the author investigates and analyzes the current situation of Chinese reading teaching in senior high school by sorting out the listening records and literature.The main purpose of this study was to understand that the current problems in Chinese reading teaching driven by problems in senior high school are lack of substance,such as students haven’t much involvement in classroom activities,ask unreasonable questions and lack the process of inquiry.At last,this paper traces the reasons from the perspectives of teachers and students.Chapter three,case study of question-driven reading teaching in senior high school.By studying the Internet video course of famous teachers and consulting the literature of famous teachers’ courses,the essence of question-driven reading teaching of famous teachers can be learned.In combination with practice,the key points of the application of question-driven reading teaching can be found.The case focuses on how to design problems,how to ask questions effectively,and how to solve problems together with students,so as to provide a basis for the induction of the following strategies.Chapter four,question-driven reading teaching strategy in senior high school.According to the analysis of the third chapter of the famous teacher class case extraction,literature review.From the three aspects of condensing questions,asking questions effectively and solving problems,the specific application strategies of question-driven reading teaching are put forward respectively,hoping to provide help for front-line teachers.question-driven teaching is of great value in Chinese classes in senior high schools.It is necessary for scholars to study it from various aspects,especially for teachers in the front line,who hold the most timely and authentic materials and have important significance for summarizing issue-driven teaching.It is believed that with the development of the research,the relevant theoretical achievements will be more and more abundant,which will provide more beneficial references for teachers to use question-driven teaching in senior high school Chinese reading teaching and create efficient reading classes.