Research On Chinese Classroom Questioning Based On Deep Learning

With the increasing follow-up of the knowledge society and information age,the definition of talents in the 21 st century has changed from "knowledge workers" to "smart creators".This change in the demand for talents has triggered a comprehensive and profound change in the field of education,that is,a shift from a "teaching-centric" teaching paradigm to a "learning-centric" new education paradigm.Therefore,highlighting students' subjective status in learning,emphasizing students' proactive self-construction,and deep learning aimed at students' higher-order thinking ability and lifelong learning ability came into being.However,in a real junior high school Chinese classroom,the implementation of deep learning is not ideal.On the one hand,this is because some front-line Chinese teachers do not have sufficient theoretical knowledge of deep learning,and do not realize the importance of deep learning to student development;on the other hand,it is also based on empirical research on deep learning based on classroom teaching from the perspective of Chinese language teaching.Less,teachers have less specific operations to learn from.The author found during an accidental reading of the literature that classroom questioning,as one of the most important teaching methods in Chinese teaching practice,is of great significance in stimulating students 'thinking,promoting knowledge integration,and guiding the construction of concepts,and can be used as a boost to junior high school students' Chinese An effective path for deep learning implementation.Therefore,while combing the basic concepts of deep learning and classroom questioning,this research strives to explore the points of meaning between the two.It is found that there are many common elements in deep learning and classroom questioning,such as the importance of students' subjective initiative in learning,Both emphasize students 'understanding of knowledge and point to the development of students' critical thinking skills such as critical thinking.Therefore,based on the relationship between the two,the author uses questionnaires,classroom observations and teacher interviews to collect information about the current situation of junior high school Chinese classroom questions,and conducts a detailed analysis of the materials to conclude the junior high school under the concept of deep learning.The problems of Chinese classroom questioning are inadequately designed in advance,and the quality of the questions is not high;the questions are not related enough to be scattered;the questions are fixed,and the opportunities for answering are uneven;the waiting time is insufficient,and the depth of thinking is limited.Then,put forward high standards and strict requirements for the above questions,and strengthen the design of the questions;increase fairness and add fun,innovate the form of answering;respect the subject and show trust;leave waiting for the answer;advocate diversity and positive,clever use of rational answer evaluation,etc.The strategy is to implement deep learning in junior high school by helping front-line teachers to optimize Chinese classroom questions.