A Study On The Current Situation Of Elementary School Language Reading Teaching Main Question Design

The advancement of the new curriculum reform has put forward higher requirements for reading teaching in elementary school,however,reading teaching at this stage is filled with large and small problems,and the value of the problems is questionable.The importance of the main question is reflected,and teachers can integrate the text content and optimize the language teaching design through the elaborate design of the main question,so as to focus on the quality of the question and improve the efficiency of reading teaching.Therefore,the study focuses on the design of teachers’ main questions to investigate the problems in the design of main questions for reading teaching in elementary school in H city,Q province,and to analyze and summarize the causes and propose targeted countermeasures.Based on the collation and analysis of literature,the study builds a dimensional analysis framework based on the nearest developmental zone theory and dialogue theory by drawing on the 51123 observation form,and finally improves the current situation questionnaire of primary language reading teaching main problem design from four dimensions: cognition,preparation,implementation,and feedback.253 questionnaires were distributed with the help of Q Provincial Education Bureau,229 questionnaires were effectively collected,and according to the results of the questionnaire survey The interview outline was prepared,and an interview survey was conducted with six elementary school language teachers in H city,Q province,for the key issues.Through analyzing the survey results,the problems related to the design of the main questions of reading teaching for elementary school language teachers in the city were summarized and sorted out.By analyzing the survey data and the content of the interviews,the following results were obtained: 1.The overall development level of elementary school language teachers in the design of master questions in this area was low and none of them reached the average level.2.There were significant differences in the design of master questions between teachers of different genders,with female teachers being significantly higher than male teachers.3.In terms of teachers’ teaching age,teachers with more than 10 years of teaching experience were lower in general as well as in the implementation,preparation,and cognitive dimensions than teachers in other teaching age conditions.4.In terms of the variability of teachers’ schools,there was a significant difference in the design level of rural teachers than urban teachers in the preparation dimension.5.In terms of whether the subjects taught by teachers matched their majors,the mean level of teachers who did not match in the cognitive dimension was higher than those who did.Based on the above findings,it was summarized that there were problems of lack of standardization,lack of generation,lack of relevance,and lack of wholeness in the design of master questions for elementary school language teachers in the city.In the context of the city’s specific reality,the reasons were sought,among which,teachers’ lack of understanding of the main questions,lack of judgment on students’ cognition,wandering mastery of the text,and their own varying quality were the main sources of the problems.Finally,the following countermeasures are proposed from the perspective of improving elementary school language teachers’ main question design: designing main questions based on the characteristics of different genres such as prose,novels,fairy tales,poems,and explanatory texts;designing main questions based on text composition such as titles,emotions,notes,illustrations,and structures;designing main questions based on students’ thinking directions,experience base,classroom generation,and other learning situations;and innovating teachers’ educational concepts through multiple channels to build a foundation for main question design.