Research On The Optimization Strategy Of Questioning In Senior Chinese Classroom Of Primary School Based On Improving Thinking Quality

From the perspective of the formation of Chinese children and adolescents' thinking,primary school and senior grade are the stages of the formation and development of abstract logical thinking.During this period,school and family education pay more attention to the development of their thinking,improve their thinking quality,and promote their thinking from perceptual concrete to logical abstract.Questioning in class is an important way and teaching method for teachers and students to interact in class.The times,the objects,the types,the answers and the strategies of teachers' questioning are closely related to the quality of students' learning and the development of students' thinking.In the actual classroom teaching,what is the current situation of teachers' classroom questioning in cultivating students' thinking quality?For this reason,the author takes X Primary School as a sample to study the status quo of Chinese classroom in the upper section of X Primary School.This article mainly through the classroom observation method,questionnaire method,interview method in-depth actual classroom teaching.First of all,the dimensions of the survey are the subjects of questions,the number of questions,the subjects of questions,the situation of answers and the criteria of answers.Secondly,according to the investigation of the current situation,the author found the following problems: the quantity of questions is high and the quality is low,the level of reasoning is shallow,and it is difficult to develop the depth of thinking;The types of questions tend to be closed,which is difficult to trigger the flexibility of thinking;Standardized answers limit students' thinking space and make it difficult for students to develop their thinking originality.In class,teachers ask less frequently and students question less frequently,and students rarely put forward their own questions and opinions on things.This situation is not conducive to the development of critical thinking quality of students.The question object is narrow,the students are idle in thinking,and it is difficult to improve the agility of thinking.Again,the above problems are mainly caused by the following reasons: one is that teachers are relatively weak in the understanding of cultivating students' thinking quality;Second,teachers are ineffective in implementing the quality of thinking development,which is manifested in the "habitualization" of teachers in class.For example,teachers tend to ask closed questions,ask top students,lack of reflection after class,and students passively wait and rarely question in action.Third,teachers' weak ability to ask questions and open question design ability;Finally,according to the analysis of the reasons,the following solutions are proposed: on the one hand,teachers should emphasize the development of students' consciousness of thinking and improve the ability of teachers to ask questions;On the other hand,according to the analysis of the causes of the problems,the author puts forward targeted strategies to improve the quality of thinking,which are mainly reflected in the following five aspects: First,pay attention to the number and difficulty of questions to develop the depth of students' thinking quality;Second,it is good at transferring,applying and diverging thinking to develop the flexibility of students' thinking quality.The third is to respect students' individual experience and develop their original thinking experience.The fourth is to encourage students to question and reflect to develop the critical thinking quality of students;Five is to pay attention to the immediate speech,through stimulating the activity of students thinking to exercise the agility of students thinking.