Research On The Questioning Design Of Chinese Reading Teaching In Senior High School Directed To Deep Learning

With the coming of the era of knowledge economy,more and more people realize that it is difficult to cultivate high-quality talents through shallow learning which overemphasizes mechanical memory and simple training.The development of the times and curriculum reform are calling for new learning concepts.Therefore,the transformation of learning methods and the development of deep learning ability come into being.As the main link of promoting and leading the teacher-students dialogue,students-students dialogue and students-context dialogue,the questioning of Chinese reading teaching plays an important role in arousing students’ interest,stimulating students’ thinking,guiding students’ critical construction,and promoting students’ deep learning.However,there are several issues remain to be discussed: Firstly,questioning about what can promote students’ deep learning;Secondly,how to raise question to promote students’ deep learning;Thirdly,how to design high-quality questions.Therefore,according to the analysis of senior high school Chinese reading teaching questioning elements that affect students’ deep learning,combining with the characteristics of deep learning and related literature,some suggestions on Chinese reading teaching questioning design strategy that points to students’ deep learning are put forward.On the basis of clarifying the basic connotation and theoretical basis of “deep learning” and “ Chinese rending teaching questioning design in senior high school”,this study explains the internal relationship between them: deep learning and questioning design of Chinese reading teaching in senior high school are inseparable,and the senior high school Chinese reading teaching questioning design pointing to deep learning is a significant means to reflect the characteristics of Chinese discipline,cultivate Chinese core literacy,and promote students’ deep interpretation.This study uses the improved analytical framework of questioning discourse to transcribe the dialogue between teacher and students in 12 heterogeneous class teaching segments on three texts selected according to the type.According to the pre-designed coding standards,the reading ability and participation level reflected by students when answering questions are coded and counted.Based on the statistical results,three groups of cases with obvious differences will be selected as the case to find out the questioning elements of Chinese reading teaching in senior high school which lead to visible differences in students’ learning depth.The results show that: the differences of teachers’ questioning behavior will lead to differences of students’ learning depth,and there are six factors that affect students’ deep learning: teachers’ questioning orientation,the goal of questioning,the level of questioning,the degree of problems openness,the responsive mode of questioning pointing and the way of feedback.Compared with the ordinary teachers,the teachers who can promote students’ deep learning stick to the student-centered orientation in the concept of questioning;focus on promoting students to establish a new cognitive structure,transfer and application in the goal of questioning;be good at raising high-level questions to examine students’ capacity of generalization,ratiocination,evaluation and creation in the content of questioning;pay attention to raising questions that are open and directed to students respond actively.In term of feedback,they tend to adopt a positive and guided way.Several general strategies about questioning design of Chinese reading teaching in senior high school pointing to deep learning are proposed in this study: practicing the concept of deep teaching,improving teachers’ professional quality;elaborately presupposing high-level questions to develop students’ high-level thinking;integrating the content of questions to guide students’ critical construction;combining with the real situation to promote students’ transfer and application;strengthening students-oriented consciousness to improve the level of classroom participation.Finally,according to the stylistic characteristics of different genres,this study discusses the design strategies of senior high school Chinese reading teaching questioning based on different types of text which point to deep learning.