A Study On The Question-asking Design Of Chinese Class In The Senior Section Of Primary School Based On The Concept Of “Student-based”

At present,with the rapid development of society and the rapid development of education,the student-based concept has gradually entered the classroom.The student-based concept calls on us to give full play to students' initiative and enthusiasm in the process of education.This requires primary school Chinese teachers in the design of classroom questions to adhere to the concept of students-based,improve the quality of classroom questions.The purpose of this study is to explore how to improve the present question design in primary Chinese class based on the current situation.This research collects the data through the classroom observation,the student questionnaire,the teacher interview several investigation methods,understands the primary school language classroom question design present situation,analyzes its existence question and the reason,it also puts forward suggestions for improving the question-asking design of the high-grade Chinese class in primary school based on the student-based concept.The results of the study can enrich the theory of the student-based concept in the design of the question-asking in the primary Chinese subject,especially in the primary Chinese class,it provides a certain reference for the research of primary school education and the question design of primary school Chinese class.The study consists of eight parts.The first part is the introduction.This thesis mainly introduces the reason of topic selection,the purpose and significance of the research,the research method and the innovation.The second part is the research summary.This thesis summarizes the relevant researches at home and abroad on the stude nt-based concept,the design of classroom questioning and the design of classroom questioning based on the student-based concept,it is found that the current lack of students-based concept of high-grade primary school Chinese classroom questioning design research,so determined the direction of this study.The third part is related concepts and theoretical basis.This thesis defines the concepts of classroom questioning,questioning design and Chinese classroom questioning design in primary school,and expounds the theories of student-based education,humanistic learning,constructivist learning and zone of recent development.The fourth part is the classroom question related content.This thesis mainly introduces the types of classroom questioning,the functions of classroom questioning and the principles of classroom questioning design.The fifth part is the investigatio n and analysis of the question design in the high-grade Chinese class of primary school.This thesis first introduces the basic situation of the investigation,including the investigation aim,the investigation object,and the investigation design and so on.The questionnaire is analyzed from six aspects: students' willingness to answer questions in class,teachers' basic situation of question design in class,and students' feedback to question design in class The teacher interview is analyzed from four asp ects: the teacher's concept of question design,the teacher's consciousness of question design before class,the teacher's grasp of question design in class,and the teacher's reflection on question design after class.The sixth part is the primary school senior section of the Chinese classroom questioning design problems and analysis of the causes.Through the research,it is found that the Chinese teachers in the high grade of H primary school can basically follow the student-based concept and meet the basic requirements of problem design when designing classroom questions,however,some teachers still have the following six problems: first,the main body of the answer is single,unable to face all the students;second,the type of the question is single,the proportion of all kinds of questions is unreasonable;third,the question is not interesting,the students are not interested in answering;Fourth,the question level is not high,is not conducive to the development of students' thinking;fifth,the teacher asks too many questions,the student's independent question is insufficient;sixth,the question quality is not high,ca n't develop the student independent question ability.The main reasons are as follows: teachers' insufficient awareness of classroom questioning design;teachers' insufficient ability of classroom questioning design;teachers' insufficient reflection on classroom questioning design;teachers' insufficient awareness of students' subjective status;teachers have a poor understanding of students' cognitive level.The seventh part is to promote the primary school high-grade Chinese classroom question design proposal.Based on the above problems,this thesis puts forward the following six suggestions for improvement: to diversify the ways of asking questions,to ask and answer questions for all students;to diversify the types of questions,to meet the needs of different students;to improve the interest of questions and to arouse the enthusiasm of students' responses;improve the level of questions,promote the development of students' thinking;change the main body of questions,cultivate students' habit of daring to ask questions;improve the quality of questions,cultivate students' ability to ask questions.The eighth part is the conclusion,mainly summarizes this research achievement,points out the insufficiency,as well as the next step research prospect.