Research On The Design Ideas Of Problem Groups Under Different Orientations

With the continuous change and development of educational concepts,traditional education teaching methods and models can no longer meet the requirements and expectations of modern society for talent training.The emerging challenges and innovations motivate educators to commit to the most advanced teaching concepts and theoretical knowledge arm their mind,reflect on their teaching practice,and then optimize the teaching design ideas from the perspective of the thinking process.For Chinese subject,the traditional way of teaching Chinese starts with reading and stands on reading.Reading as an ability which serves as an important support for individuals to undertake various social work,participate in various social activities,and perform various written learning.Therefore,reading teaching occupies a core position in the teaching of Chinese subject,and training students to form and develop reading abilities is the core objective of Chinese teaching.As a result of this goal,with the promotion of the Chinese curriculum and teaching reform,various theoretical and practical researches on reading teaching in elementary and middle schools have emerged endlessly.Among them are not only macro-level conceptual remodeling,direction exploration,current situation description,etc.,but also micro-level model construction,principle formulation,strategy optimization,etc.However,most of these studies start from the perspective of student learning theory or educational teaching theory,and there are few such studies that take the individual teacher's thinking process as the starting point.As the main bearer of reading teaching,the teaching design of teachers has great research value,because the teaching design of teachers is closely related to the quality of reading teaching.At the same time,paying attention to the teaching design of reading teaching is also beneficial to the improvement of teachers' teaching ability.The design of reading instructional problems,as the main component of reading instructional design,as an important part of the teacher-student dialogue and student-to-context dialogue in the classroom,naturally becomes the focus of this research.Therefore,this study chooses to apply the more commonproblem group design,which now is widely used in elementary and middle schools,and takes a more accessible primary school Chinese reading class as the background to carry out a more in-depth investigation,thinking about three main issues of "the train of thought of the question-group design with different orientations" :1.What is the status of question-group design in reading teaching for Chinese teachers in primary school ?2.Is there a difference in certain orientation of teachers' question-group design of reading teaching and why?3.What are the main contents of question-group design with teacher's different orientation?This research is mainly divided into three parts: introduction,survey research and analysis of its results(Chapters 1 to 5),reflections and suggestions(Chapter 6).In the introduction,based on a review of existing related research,the concept of "Teaching Design of Chinese Reading in Primary School","Question-Group","Question-Group of Chinese Reading Teaching","Question-Group Design",and "Thought of the Question-Group Design" are defined.The perspective of teaching clarifies the characteristics of "question-group" different from general question in teaching.In the part of research investigation and analysis of results,the first chapter designs the question-group from the perspective of constructivism theory,Triarchic Theory of Intelligence and problem continuum theory.A theoretical explanation is given to the feasibility,rationality,and advantages of the application in Chinese reading teaching happens in elementary school.The second chapter details how this research uses questionnaire to investigate the status of question-group design in Chinese reading teaching in elementary school.And it shows an detailed analysis of the results of the survey.Chapters 3 and 4 are based on the existing relevant research literature and survey results,to summarize and explain the general principles and two common application models of question-group design in Chinese reading teaching in elementary school.The design orientation and its differences are discussed in depth,and two design orientations of the question-group of Chinese teachers are summarized and interpreted.The fifth chapter is to restore and analyze the teacher's design ideasof question-group under different orientations in combination with specific teaching cases in the Chinese reading class in primary school.The reflection and suggestions are based on the conclusions of the previous sections,from the teaching and From the perspective of professional growth,some suggestions for optimizing the design of question-group and suggestions for improving the teachers' ability of reading teaching are provided for reference.Therefore,it provides some new references and new perspectives for Chinese teaching in the field of reading and questioning teaching at the practical level.It opens a path for the effectiveness and scientificity of Chinese reading teaching,and also points out the direction for Chinese teachers to improve their professional quality.