A Study Of Classroom Questioning Strategies For High School Chinese Reading Teaching From The Perspective Of Thought Development

Since the launch of the revision of China’s general senior secondary curriculum,Chinese teaching in senior secondary schools has placed increasing emphasis on the development of students’ thinking skills.Effective and appropriate classroom questioning in Chinese reading activities can help students learn and inspire them to think.However,in reading teaching,the phenomenon of "full of questions"prevents students from thinking fully,and inappropriate forms of questioning make the teaching content not better,which is not conducive to students’ reading learning;there are also some teachers who do not take into account students’ thinking levels when designing classroom questions,so that students are confused and do not understand the questions they face;there are also some Some teachers will follow pre-determined standard answers to advance the classroom,making classroom questioning formal and reducing the effectiveness of classroom questioning.These classroom questions,which do not stimulate students’ thinking,do not take into account students’ level of thinking development and do not effectively improve the quality of language reading teaching.Therefore,this study takes classroom questioning in high school Chinese reading as the object of research,and explores effective and appropriate classroom questioning design strategies from the perspective of thinking development.The introductory part of the thesis argues from three aspects:research status,research significance and research methodology,and explores the feasibility of research on classroom questioning in high school Chinese reading teaching from the perspective of thinking development.The first chapter analyses the connotation of classroom questioning and thinking development in high school Chinese reading teaching,and at the same time combines the requirements of the curriculum for high school Chinese reading teaching with the actual classroom teaching focus issues to explain the value of studying classroom questioning in high school Chinese reading teaching from the perspective of thinking development,and to clarify the necessity of studying classroom questioning in high school Chinese reading teaching from the perspective of thinking development.The second chapter focuses on the design of a system of indicators and scales for measuring the thinking skills of high school students,and the statistical analysis of the measured data in accordance with the CCTDI.At the same time,a questionnaire on classroom questioning in Chinese reading was distributed to students and teachers to identify and sort out the problems of classroom questioning in Chinese reading teaching in senior secondary schools and the impact of these problems on thinking development,so as to provide a basis for proposing strategies to address them.Chapter 3 presents the proposed solution strategies for the problems of classroom questioning,introduces the design constructs and design methods of step-by-step progressive questioning,mainly in the form of constructing key questions and question chains,and concludes the thesis with an attempt to complete the pedagogical design of classroom questioning in high school Chinese reading.In conclusion,Chinese education must take up the responsibility of developing students’ thinking skills,and questioning as a teaching method is an important path to develop students’ thinking skills.This paper attempts to design a test of Chinese thinking skills.This paper attempts to design an assessment scale for Chinese thinking skills and proposes a step-by-step approach to classroom questioning in order to improve classroom questioning methods and to better achieve the goal of developing students’ thinking.