A Study On Questios In Classroom Of Chinese Reading In Primary School ——Based On Problem Continuum Theory

The quality of classroom questioning affects the effectiveness of reading class.At present,there are still some phenomena such as low quality of questioning,high randomness and many invalid problems in primary school Chinese reading teaching.It is of great theoretical and practical significance to explore how to improve the quality of classroom questioning."Problem continuum" divides problems into five levels,corresponding to four cognitive levels.The problem types are from closed to open,thus forming a continuous and sequential problem matrix.The question continuum theory provides an appropriate perspective for exploring the quality of classroom questioning.This study combines the problem continuum theory to study the classroom questioning of primary school Chinese reading teaching,analyzes the existing problems of classroom questioning and puts forward suggestions for improvement.This study mainly adopts observation method,interview method and case analysis method.According to the four cognitive level dimensions of fact level,concept level,generalization level and theory level proposed in the question continuum theory,six different types of high-quality teaching records were selected to compare and analyze the status quo of different teachers' classroom questioning.In addition,the author interviews four primary school Chinese teachers of different teaching ages and professional titles in Z city to understand the views of front-line teachers on classroom questioning.The research found that the problems existing in the current primary school Chinese reading classroom questioning include: the question range of fact level and cognitive level is wide and tedious;Conceptual level cognitive level problem design mechanized and traditional;Generalization level cognitive level problems lack of questioning and superficial;Theoretical level cognitive level problems lack of innovation and low quality problems.Based on the problem continuum theory,this study puts forward some suggestions for improving the questioning in Chinese reading class in primary schools.First of all,in view of the fact level and cognitive level of the problem,teachers need to deeply interpret the text,understand the text structure;Create problem situations based on students' experience.Secondly,teachers should pay attention to the cognitive level and design corresponding questions for the problems at the conceptual level and cognitive level.Assimilate accumulated knowledge,conform to inductive knowledge.Thirdly,teachers should show similar concepts and cultivate their discrimination ability in view of the problems at the cognitive level of generalization;Do a good job of cohesion,improve the ability to summarize.Then,for the problems at the theoretical level and cognitive level,teachers should use a variety of resources and students should ask questions independently.Break through the teaching situation and connect with real life.