The Design And Application Of Thematic Teaching Of Elementary School Chinese Based On The Cultivation Of Students' Questioning Ability

In the context of the global emphasis on cultivating students' core literacy,students' practical innovation ability has attracted attention from various fields.Innovation in any field starts by asking questions,and innovation cannot be discussed without asking questions.However,the current primary school classroom speakers are often teachers,and students have very few opportunities to ask questions,which leads to a great deficiency in the development of primary school students' questioning ability.In the existing theoretical and practical research,although there have been many explorations of strategies and methods,there are no breakthrough theories and convincing practices.This research through the introduction of international cutting-edge knowledge construction theory,in the teaching of elementary school Chinese to carry out the design and implementation of thematic teaching based on the cultivation of students' questioning ability.Its core approach is to use students as the main body of questions under the guidance of knowledge construction theory,centering on real problem situations,and to discuss the construction of a knowledge system together with students.Tracked the three stages of practical teaching in a second-grade experimental class: the first stage is mainly to cultivate students ' problem awareness,choose "surname" as the theme,set up a real teaching situation,open up students' thinking,and let students ask questions;The second stage chooses to use "Journey to the West" as the theme to train students to ask questions based on the storyline(for example,three borrowed banana fans)during the reading process;the third stage is mainly for students to understand the general content of "Journey to the West".Use horizontal thematic research(for example,the weapon of the gods)to cultivate students' questioning ability.The main method of data statistics and analysis is to use the question depth scale in the knowledge construction theory to grade the questions raised by the students,and to use Excel software for data analysis.The results of the study found that after three stages of practical teaching research,students ' ability to ask questions has developed,which is mainly manifested in the gradual improvement of the level of students asking questions.Students have reduced questions about definitions and explanations,and increased questions about facts and questions.General information questions and questions that want to get open feedback and different viewpoints;students reduce personal repetitive questions about a phenomenon,and can summarize the main problems;the situation of students with incomplete expressions and unclear meanings has improved,Can ask questions accurately and smoothly.At the same time,students have developed the habit of asking questions independently,and their subject consciousness has increased.Practice has proved that students 'questioning ability is cultivable,knowledge construction theory can effectively guide the cultivation of students ' questioning ability,and subject-based teaching is an effective way to cultivate students ' questioning ability.There are three teaching strategies that should be paid attention to when training: one is to change teachers' concepts and create a free and equal classroom atmosphere;the second is to optimize the group structure to form effective peer interaction;the third is to combine student questioning with teacher questioning.