Research On The Design Of Questioning In Primary School Chinese Classroom Towards Deep Learning

Asking questions is the best way to explore the nature of things.Classroom questioning is not only an integral part of teaching,but also a carrier of two-way communication between teachers and students.The quality of classroom questioning is directly related to the quality of teaching and the development of students.Therefore,the design of questions in classroom is particularly important.At present,there are many shallow problems in the design of Chinese classroom questioning in primary school,and there is no logical level between the problems,which can not really touch the students’ thinking.Deep learning pays attention to criticism,creative learning attitude,overall construction of knowledge,logical structure between knowledge and students’ emotional experience,which is of great guiding significance for improving the design of questioning in the current Chinese classroom in primary schools.The thesis is divided into four chapters:The first chapter,the general principles of in-depth learning and question design in primary Chinese classroom.The question design in primary school Chinese classroom refers to the overall arrangement and concrete design of a class question according to the teaching objective,teaching material and learning condition,which includes the design idea of all the problems in one class.It also contains the expression of specific questions,which is a complete question system.Deep learning is to emphasize that learners learn new knowledge on the basis of understanding,and treat new knowledge with criticism,doubt,innovation spirit,realize the whole construction of knowledge in the mind,and finally internalize it to be able to use new knowledge to solve reality.It has three basic characteristics: paying attention to high-order thinking and realizing the transfer and application of knowledge;high participation and profound emotional experience;and paying attention to the integration and construction of knowledge based on understanding and criticism.In-depth learning can provide improved thinking and theoretical guidance for the design of Chinese classroom questioning in primary schools.The second chapter,the elementary school Chinese classroom question design principle and the design train of thought based on the in-depth learning idea.The main purpose of this chapter is to construct the basic paradigm of questioning design in primary school Chinese classroom under the concept of in-depth learning.The design principle is the living nature of thepurpose,the step of the content,the pluralism of the entry point and the opening of the presentation mode.The design ideas are: analysis of teaching objectives,setting of main problems;decomposition of teaching tasks,clear intention of questioning;comprehensive analysis of learning situation,finding out the entry point of knowledge;rational organization of language,diversified presentation of problems.The third chapter,based on the in-depth learning concept of primary school Chinese classroom questioning design case analysis.The author chooses four representative class examples: Zhan Tianyou,"Reading for the rise of China","the five strong Men in Langya Mountain","the Rain in Autumn",and adopts the research method of combining text analysis with classroom observation.From whether to pay attention to the integration and construction of knowledge,whether to focus on students’ high-level thinking,whether the students’ emotional experience is deep.Whether to pay attention to the transfer and application of knowledge in four aspects,such as the specific analysis of classroom questioning in class examples,refining the useful practices among them.The fourth chapter,the elementary school Chinese classroom question design strategy that moves towards the deep study.The author puts forward five specific strategies from the aspects of operation and teachers’ quality: setting up the main problem,forming the problem network of interleaving between vertical and horizontal,building the high-level thinking platform,sticking to the students’ stand and improving the classroom participation,and setting up the high-level thinking platform tightly.We should pay close attention to pragmatic training points,develop students’ ability to transfer and apply,establish a community of teachers’ development,and improve teachers’ ability to guide in-depth learning.