| Chinese in primary school is a core curriculum at the basic education stage.And reading is an important part of primary school Chinese language learning.The classroom reform and methods of primary school Chinese reading teaching have always been debated by hundreds of schools.As an important means for teachers to organize teaching,classroom questioning is the core of classroom teaching and has a direct impact on the effectiveness of classroom teaching.However,the current status of questioning in primary school Chinese reading teaching is not ideal.At the same time,there is a lack of practical research on the application of questioning in the classroom of primary school Chinese reading teaching.Based on this,the author believes that it is necessary to conduct in-depth research on the application of questioning in the classroom of primary school Chinese reading teaching in order to improve the deficiencies in classroom teaching of reading teaching and improve classroom efficiency.This article is mainly composed of three parts:introduction,main body and conclusion.The main body is divided into five chapters.The introduction firstly puts forward the problems,then introduces the current status of research at home and abroad,and explain the significance and methods of research.At present,most domestic and foreign scholars' research on classroom questioning is based on the functional role,classification,effectiveness,skills and strategies of questioning.Few authors use the PIRLS "reading literacy model" as a guide to study and explore effective questioning in reading teaching classrooms in primary schools.Types of questions and classroom applications.This article investigates the status of questioning in primary school Chinese reading teaching classrooms,finds out the existing problems,and analyzes the reasons,which is helpful for researchers and first-line primary school Chinese teachers to understand the current status and deficiencies of current primary school Chinese reading teaching classroom questioning.Pointing significance of asking questions in teaching classroom.Under the guidance of PIRLS "Reading Literacy Model",the research on the application of question types in elementary Chinese reading teaching classrooms is helpful to guide the practice of questioning in elementary Chinese reading teaching classrooms.The research methods mainly include literature research method,questionnaire survey method and case analysis method.It combines PIRLS reading literacy ability requirements with classroom question design and discusses how to improve students' reading literacy through multi-level classroom questions.The first chapter uses the interview method and questionnaire survey method to investigate the current status of the questioning in the classroom of primary school Chinese reading at the current stage from the perspective of teachers and students.It is found that the problems are trivial,unsystematic,simple,and non-existent,not challenging,lack of In-depth questions and lack of innovation.The reasons for these problems are:teachers lack the guidance of professional theoretical knowledge,do not have a thorough grasp of the interpretation of textbooks,and inadequate grasp of teaching goals.The second chapter gives an overview of the background,evaluation content and framework of PIRLS.PIRLS divides children's reading ability from shallow to deep into four levels:information acquisition,direct inference,interpretation and integration of viewpoints,evaluation of article content and expression forms.The "Reading Literacy Model" is based on the four levels of reading literacy defined by PIRLS.Obtaining information and direct inferences are relatively simple.Investigate students' ability to retrieve and infer information.Explaining and integrating viewpoints and information not only requires readers to understand the text and construct meaning,but also to apply it to language expression and problem solving.It examines students' ability to understand and use it.The evaluation content,language,and article structure go beyond the understanding of the article itself,and are an examination of student evaluation and innovative ability.Based on this,this article divides classroom questioning into retrieval and inference,comprehension and application questions,and assessment and innovation questions to guide classroom questioning practice in primary school Chinese reading teaching.The third chapter discusses the application of retrieval and inference problems in the teaching of Chinese reading in primary school.Retrieval and inference questions require students to quickly find the required information and make simple inferences.This type of problem belongs to the elementary level of reading comprehension and is the basis for developing other levels of competence.It is widely used in lower reading teaching.The fourth chapter discusses the application of comprehension and application problems in the teaching of Chinese reading in primary school.The ability to understand and use is an intermediate level requirement for reading comprehension.Understanding and using problems is intended to guide students to understand texts,read thinking from text information,construct meaning,and use text construction to engage in language expression and problem solving.The questions of comprehension and application cover the most important and most common abilities of reading.The fifth chapter discusses the application of assessment and innovation in the teaching of Chinese reading in primary school.Evaluation and innovation problems point to advanced reading thinking skills,and are intended to guide students to make value judgments on reading texts,including evaluating the author's point of view and evaluating the expression form of the article.It is difficult to question,thereby creating their own views and creating themselves knowledge.Thus,passive learning is fully turned to active learning.This is an advanced level of reading skills training.The research value of this thesis lies in mastering the ability orientation of asking questions in the classroom of reading teaching based on the four ability orientations of PIRLS.It is of great significance to improve the current status of questioning in the classroom of Chinese reading teaching in primary school.Teachers use different levels of questions to arouse students 'thinking,and train students to develop retrieval,inference,comprehension,evaluation,innovation and other abilities in the reading process,thereby promoting the development of students' thinking ability and improving their reading literacy. |
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