A Study On The Design Strategy Of "Main Questions" In The Teaching Of Chinese Self-reading Course In Grade Seven

The self-reading course is a prominent feature and innovation in the Trinity reading teaching system of the Ministry of education.It combines students' autonomous learning with teachers' timely guidance,making it a bridge to communicate reading inside and outside the class.The self-reading texts of the part-edited texts no longer set up pre-class preview and after-class problem exploration,instead of using the accompanying comments and reading prompts after the text.This design not only reminds teachers and students of the overall and partial knowledge of the text,but also gives Students have broader reading space and freedom of thinking.The "main question" is a question that presents various forms,focuses on teaching goals and important and difficult points,and penetrates into the text.It has the function of outline and guidance and guidance,and can guide students to in-depth text analysis and study.Through the "main question" design to construct the learning process of Chinese self-reading texts,it can effectively integrate the teaching content,guide students to actively explore texts,promote efficient classroom teaching,and cultivate students' core qualities.The seventh grade is the starting point of junior high school,and it is also the basic stage for students to accumulate knowledge of Chinese,learn reading methods,and improve the core literacy of Chinese.Therefore,this article combines the design of the "main question" with junior high school Chinese self-reading teaching.Based on the characteristics of self-reading teaching,it focuses on the investigation of the seven-grade textbooks of the partially compiled text,and combines the investigations on the "main questions" in the teaching of self-reading courses.To understand and analyze the current design situation,to conduct research and practical exploration of the design strategy for the "main problem" of self-study teaching.In addition to the introduction and conclusion,this article has four parts.The first part is the overview of self-study teaching and the "main problems".Firstly,it defines the connotation and characteristics of self-study teaching,and then the universal connotations and characteristics of the "main questions" are summarized,combined with the teaching of self-reading courses.Features,further generalize and clarify the concept of "main problem",and analyze its value in the teaching of self-reading Chinese in junior high school.The second part is the investigation and analysis of the current situation of the design of the "main problem" in the teaching of self-reading course.It adopts the method of questionnaire survey and interview to understand and analyze the current situation,existing problems and causes of the "main problem" design in the teaching of self-reading course in Junior middle school.The third part is the design strategy of the "main problem" in the teaching of the seventh-grade Chinese self-reading course.Focusing on the basic basis for the design of the "main question",combined with the specific analysis of the self-reading texts in the seventh-grade textbook compiled by the Ministry,it is proposed to find the entry point of the "main question" design,play the leading role of the "main question",and grasp the "main question" The presupposition and generation of "question",and exploring the design of "main question" in Comparative Reading.The fourth part is the practical exploration of the "main problem" design in the seventh grade self-reading course.Starting from different forms of classroom organization,the design and practice of single self-reading texts,multiple self-reading texts,and the "main problem" in the 1+X reading group are explored.