A Study On Question Design Of “The Literary Masterpiece Guided Reading” In Junior Middle School

The Chinese curriculum standards for compulsory education(2011 edition)proposes that "we should attach importance to cultivating students' extensive interest in reading,expanding the reading scope,increasing the reading quantity and improving their reading taste.Advocating less homework,reading more books,loving reading,reading good books and reading the whole book." According to the requirements of the curriculum standards,remarkable adjustments have been made for highlighting "the literary masterpiece guided reading" section in the unified compilation Chinese textbooks of junior middle school.Teaching of "the literary masterpiece guided reading" has become a hot topic in the academic community."The literary masterpiece guided reading " is a way for students to read the whole book consciously under teacher's guidance."Question design" is a crucial part of teaching design.The quality of questions directly affects the outcomes of teaching.Consequently,this thesis from the point of view of teachers provide the strategy of "The literary masterpiece guided reading" question design.This thesis is divided into four chapters,and the content summary as follow:The first chapter is an overview of the core concepts and theoretical basis of this thesis.It clarifies the core concepts of "the literary masterpiece guided reading " and "question design",analyzes the necessity of questions design in literary masterpiece guided reading,and introduces the main theoretical basis of question design.The second chapter is an analysis of the characteristics and question types of the "the literary masterpiece guided reading" section of Chinese textbook.This chapter summarized that the section has characteristics of classics,richness and relevance in the contents and characteristics of hierarchy and integrity in the structure.On the basis of these characteristics,the author classifies the types of question designed in literary masterpiece guided reading by the theory of educational target taxonomy and the theory of question continuum.The third chapter is a survey on the current situation of the question design of Chinese teachers in teaching of "the literary masterpiece guided reading".Through the questionnaire survey,it is found that there are some problems in the question design of "the literary masterpiece guided reading",such as insufficient grasp of the masterpieces,insufficient grasp of the learning situation,monotony of question type and utilitarianism in question design.The fourth chapter is the key chapter of the whole thesis,which puts forward the improved strategy for the question design of "the literary masterpiece guided reading" in junior middle school.First,question design is based on students' cognitive characteristic and experience;Second,question design is based on the difficulty and characteristic of masterpiece.Third,question design is based on the requirements of Chinese language proficiency which implement reading methods;Fourth,combining the column of "monographic inquiry" to design the questions of specific direction.Fifth,designing questions to promote effective evaluation follow up the reading process,achieving the purpose of promoting reading by evaluation.The peroration sums up the whole thesis and points out the shortcomings of this research,hoping to make a deeper study in the future teaching practice.