Strategies And Practice Of Effective Questioning In Chinese Reading Teaching In Senior Middle School

Reading teaching is an important content of high school Chinese classroom teaching.Teachers’ "effective questions" in reading teaching classrooms will help mobilize students’ enthusiasm and achieve teaching goals efficiently.However,at present,many frontline teachers are not good at designing classroom questions to carry out reading teaching activities,which makes the subjective status of students not obvious in the reading teaching process,and it is difficult to improve their thinking.Therefore,it is necessary and important to explore the effective questioning strategies of high school Chinese reading classroom.What’s more,it can summarize and reflect on the teaching practice of reading classroom,which can provide some theoretical and practical reference for the front-line Chinese teachers and improve the teaching efficiency of Chinese reading classroom.This thesis is made up of six chapters:Chapter One is a brief introduction of this thesis,including the research background,status,purpose,significance and methods of "effective questioning" in the classroom at home and abroad.Chapter two is the literature review,which mainly summarizes the related contents of high school language reading teaching classroom questioning,including:some relevant definitions of effective questions,the general process of high school Chinese reading teaching classroom questioning.According to the New Curriculum Standards for Senior High School Chinese(2017 Edition)and the outline of College Entrance Examination,this thesis summarizes the requirements for effective questioning in senior high school Chinese reading teaching classroom which based on my own relevant practice,and provides a theoretical basis for the setting of the questionnaire in the next chapter.The third chapter summarizes the practical situation of effective questioning in the high school Chinese class of the author’s school,and explains the main problems existing in the classroom questioning in the high school Chinese reading teaching.The data materials are collected by questionnaire and classroom observation,Questionnaire survey was conducted from two aspects: teachers and students,As for classroom observation,eight teachers from the school where the author teaches were selected as the observation objects.In Chapter four,according to the question planning stage,presentation stage,answer stage,reasoning stage,reflection stage,the implementation strategy of each stage is explained in detail.Chapter five combined with the previous research results,taking the PEP compulsory course papers in the sleeve as an example,expounds the implementation process of the strategy of asking questions in the Chinese reading class in high schoolChapter six mainly summarizes and reflects on the viewpoints of this paper,and puts forward the direction of future improvement.