Research On The Optimization Strategy Of Class Questioning In Reading Teaching In Grade Seven

The seventh grade plays an important bridging role in the transition from primary school to junior high school.With a good connection,students can quickly adapt to junior high school and lay a solid foundation for later study.The key factor to determine the quality of students’ study is the level of students’ thinking development.The reading teaching is essentially a kind of thinking teaching,which should be implemented in the cultivation of students’ thinking ability.Therefore,the level of teachers’ asking questions in teaching greatly influences students’ learning quality.The question is an important tool to cultivate students’ thinking,so it is very important to improve teachers’ questioning level.Using literature analysis method,the education method of observation,statistical analysis and other research methods,as the research object,by reading teaching classroom questioning observing 24 seven grade reading lesson classroom activity,found some common problems existing in the classroom questioning,there are mainly teachers question number,density of the teacher to ask questions in class so that the students are always passive answer status,had little time to fully thinking.At the same time,in a large number of questions,there are too many problems to investigate the facts,simple understanding and memory,and the cognitive level of the questions is too low to promote students to think deeply.In addition,the interaction between teachers and students is mostly in the form of question and answer,which is obviously lack of dialogue.On the whole,the level of teachers’ question design is too low to promote students’ effective thinking.In the 24 classes recorded,there are ordinary classes,award-winning classes and special class teachers.Among them,special class teacher class example,question existence question is relatively few.This paper summarizes the question asking strategies worthy of reference in these examples,and finally forms the question asking optimization strategies in this study by combining relevant researches on classroom questions at home and abroad.First of all,when designing questions,teachers often ask trivial questions because the questions are not refined enough.Therefore,we can solve these problems by distinguishing the question levels and grasping the core questions.Secondly,there is an obvious lack of dialogue between teachers and students.We can further understand students’ thinking process by adding processing questions after students’ questions to increase the dialogue between teachers and students.Again,ask questions to teachers’ lack of certain ability to design the problems caused by unreasonable design of the present situation,the suggestion on design problems should be about the teaching goal,in the process of design problem to be conscious for the preset the students thinking of the time,and will ask optimization strategy into practice,design capability to enhance teachers’ question.In short,through the seventh grade reading teaching class questions to put forward targeted,practical Suggestions,hope to be able to bring practical help for frontline teachers,to make some supplement for the study of the theory of classroom questions.