Research On The Teaching Status Of "Questioning Strategy Unit" Of Chinese In Primary School ——Takes H Primary School In L City As An Example

Questioning strategy is one of the four reading strategies stipulated by the unified edition of textbooks.The Chinese curriculum standard for compulsory education（2022）puts forward the requirements of "fully stimulating students’ curiosity and thirst for knowledge","asking questions about places in the text that they do not understand" and "learning discrimination,questioning,questioning and other methods".It can be seen that learning questioning not only contributes to students’ Chinese learning,but also promotes the development of students’creativity,imagination and other thinking.However,because the questioning strategy unit has a short time and less research,many teachers are confused about "what to teach" and "how to teach" in this unit.In order to improve the teaching efficiency of the questioning strategy unit,based on the teaching theory of the questioning strategy unit,this study uses three research methods:classroom observation,questionnaire and interview to investigate the fourth grade of H primary school in L City.The survey is mainly carried out from five dimensions:teachers’ and students’ understanding of questioning strategies,teachers’ teaching objectives,teaching development,teaching evaluation,teaching effect and reflection.Through investigation and research,it is found that there are the following problems in the unit teaching of H primary school:First,teachers do not have a comprehensive understanding of the teaching concept of questioning strategy;Secondly,the design of teaching objectives is not clear,which does not reflect the hierarchical nature of the questioning strategy unit;Thirdly,teachers lead too much in the teaching process,which limits the students’ questioning space;At the same time,the evaluation of questioning strategies is mainly based on teachers,which fails to arouse students’deep questioning;Finally,based on the whole,the teaching effect of questioning strategy unit is not good,and the teaching reflection is lack of effectiveness.Through research and analysis,here are the main reasons for the above problems:Teachers lack training and guidance related to questioning strategy teaching.Teachers do not study the teaching text of questioning strategy deeply.Teachers ignore students’ active learning ability,and the teaching model is rigid.The way of teaching evaluation is single,ignoring the guiding function of evaluation.Teachers lack attention to teaching reflection.In view of the problems and causes in the unit teaching of questioning strategies,this study puts forward corresponding improvement countermeasures:First,strengthen teachers’systematic learning of questioning strategies,paying equal attention to theory and practice;Second,accurately positioning the teaching objectives and practically pointing to the improvement of students’ questioning ability;Third,systematically plan the implementation process of questioning strategy teaching,such as stimulating students’ questioning enthusiasm in the pre class stage,giving full play to students’ questioning autonomy in the class stage,and paying attention to consolidation and transfer after class.Fourth,pay attention to the role of evaluation in students’ questioning strategy learning,and improve it from three aspects:evaluation content,evaluation subject and evaluation method.Fifth,pay attention to teaching reflection and improve the teaching effect of questioning strategy.On the one hand,teachers themselves should strengthen theoretical study and promote the depth of teaching reflection.On the other hand,schools should create an equal and democratic exchange atmosphere among teachers to promote teachers’ professional development.