An Empirical Study Of Dynamic Generative Questions In The Reading Teaching Class In Senior Middle Schools

The observation and research means to analyze the purposiveness from the teaching behavior itself and maximize the teaching effect through the improvement of behavior.In the reading teaching in senior high school,the dynamic generative questions are deeply affected by the internal elements and the external environment of the classroom so it is often hard to motivate the vitality of teachers and students as well as the classroom.High-quality dynamic generative questions play the important role in the continuously coming forth of the textual meaning,the improvement of students’ thinking quality and the professional development of teachers.Therefore,focusing on the concept of generative teaching,this paper chooses the dynamic generative questions in reading teaching in senior high school as the research object,and based on the theoretical analysis,mainly uses classroom observation method with the help of in-depth interviews between high school Chinese teachers and students.The purpose is to reveal the natural state of dynamic generative questions in reading teaching in senior high school,based on the collected original data to explore the influencing factors and mechanism of dynamic generative questions,and to analyse the real dilemma faced by dynamic generative questions from inside and outside the classroom,providing multiple angles for exploring strategies toimprove teaching behaviors.There are four chapters in the text,and the main contents are:The introduction and literature review mainly introduce the causes and significance of the selection of the subject,the research status and the innovation of the topic selection of the dynamic generative questions of reading teaching classrooms at home and abroad,which lays the foundation for the starting of the thesis.The first chapter discusses the theoretical basis of dynamic generative questions,expounds its theoretical basis from three angles to define the concept of the dynamic generative questions of reading teaching and takes turns to write about its basic principles.The second chapter shows the implementation process of the classroom observation method,mainly including the development of observation scale,the summary and analysis of observation results,and the interview analysis of dynamic generative questions from some teachers and students after class.The third chapter is the key part of the thesis.Based on the classroom observation and interviews,it arranges the data and texts recorded and with the relevant theories as the basis,it performs in-depth analysis on the question types,influencing factors and mechanism of dynamic generative questions to help the teachers find the main contradiction influencing the dynamic generative questions from theirown perspective and carry on rational reflection.The fourth chapter is the recognition of the research object.It broadens the horizons based on the first three chapters and focuses on the ecological dilemma faced by dynamic generative questions in reading teaching so as to find the breakthrough points from the dilemma,and explore effective strategies for optimizing the dynamic generative questions in reading teaching in senior high school,thereby promoting the development of students study and teacher profession.The last part is conclusion,where the research methodology utilized in this study and my obtaining viewpoints will be summed up.Meanwhile,I will rethink the imperfections of my study and prospect the future studies of dynamic generative questioning based on class observations.