Read The Research On The Content Attributes Of The Thinking Questions

Since the 1990 s,the elementary education reform was attached great importance around the world.There is also a boom of elementary education curriculum reform in China,so in 2000,2001 and 2011,the Chinese Syllabus for Full-time Junior Middle Schools of Nine-year Compulsory Education(trial revised version),Chinese Curriculum Standards for Full-time Compulsory Education(experimental draft)and Chinese Curriculum Standards for Compulsory Education were successively promulgated.Textbook is the carrier of Chinese course content,and the reading thinking question of Chinese textbook is the specific presentation of the course content in the field of Chinese reading,which is important guidance and reference for Chinese teachers' reading teaching.This research selectes three sets of junior high school Chinese textbook published by people's education press: Nine Years of Compulsory Education Three-year Junior High School Textbooks,written on the basis of the Chinese Syllabus for Full-time Junior Middle Schools of Nine-year Compulsory Education(trial revised version);Compulsory Education Curriculum Standard Experimental Textbook,written on the basis of the Full-time Compulsory Education Chinese Curriculum Standard(experiment draft);Chinese Textbooks for Compulsory Education Approved by the Ministry of Education,written on the basis of the Compulsory Education Chinese Curriculum Standard,(Referred to as”Syllabus Revised Version”,“Curriculum Standard Version”,“The Ministry of Education Version” in the following pages),and uses the method of literature review,the method of content analysis,statistical method,the method of comparison,to compare and analyze the content properties of reading thinking questions.Reading questions content properties can be divided into eight types in this research: type A,pointing to the key of text understanding and feeling;type B,pointing to the holistic analysis of the text;type C,pointing to intertextuality reading;type D,needing a larger context of recognition and valuation;type E,pointing to reciting and writing from memory;type X,pointing to the practice of language knowledge;type Y,pointing to further reading;type Z,pointing to extended learning activities.This research makes a specific comparative analysis of the content properties of reading thinking questions in three sets of junior high school Chinese textbooks from the perspectives of the overall distribution,classical Chinese,modern Chinese,literary texts and practical texts,The research shows that the content properties of the reading thinking questions in the three sets of Chinese textbooks are inherited and also have their own characteristics.Inheritance is mainly reflected in the distribution of types of reading thinking questions: type A questions take up the largest proportion in the three sets of Chinese textbook reading thinking questions;the second is type X questions,the third is type B questions,and the fourth is type Z questions.However,the content properties of the reading thinking questions in the three sets of Chinese textbooks also present their own characteristics: In general,the Syllabus Revised Version pays more attention to type A questions and type X questions,while the Curriculum Standard Version pays more attention to type D questions and type Z questions,while the The Ministry of Education Version pays more attention to type A questions,type E questions and type Y questions;and in the sanme time,the specific content of the reading thinking questions of the same type is different from each other in the three sets of Chinese textbook.The changes and development of different reading thinking questions are also different.