Research On Questioning In Junior Middle School Chinese Classroom In The Direction Of Deep Learning

With the rapid development of artificial intelligence,people gradually realize that it is difficult to create high quality talents by simply relying on "mechanical memory" and"shallow learning".The rapid development of the knowledge economy calls for new learning concepts,so the concept of deep learning is born to change the way of learning.The classroom is a process in which teachers organize teaching by asking questions.Classroom questioning can mobilize students’ learning enthusiasm,stimulate their vigorous curiosity and develop their potential thinking ability.This paper explores how to trigger students’ deep learning ability through classroom questions by sorting out deep learning theories,hoping to provide reference for middle school language teachers.The first part is the introduction.Firstly,it explains the reasons for choosing the topic of this paper,namely,the development of the times calls for talents with deep learning ability,deep learning is needed to deepen the language classroom teaching reform,and personal educational practice and reflection;secondly,it explains the purpose and significance of the study;then it reviews the current situation of the study;finally,it clarifies the research ideas and research methods.The first chapter is an overview of the study of classroom questioning for deep learning in middle school language.Firstly,the concept of deep learning is defined,and the characteristics of deep learning are summarized;secondly,the concept of classroom questioning is defined,and the four levels of thinking capabilities of classroom questioning for deep learning are explained;then the feasibility of using classroom questioning to develop students’ deep learning ability is explained;finally,the theoretical basis of the research on classroom questioning for deep learning in junior high school languages is clarified.The second chapter is a survey on the current situation of questioning in junior high school language classes that point to deep learning.The survey was conducted through interviews and questionnaires with teachers and students in the junior high school of Nanning No.E Middle School.The survey found that there are three major problems in the middle school language classroom questioning for deep learning:poor preparation of question design,insufficient flexibility in question implementation,and insufficient time to encourage students to question.There are three main reasons for the problems:first,neglecting information integration,second,neglecting individual differences,and third,neglecting reflective construction.The third chapter is about the optimization strategies of middle school language classroom questioning that point to deep learning.In view of the problems found in the survey of middle school language classroom questioning,the following suggestions are put forward in conjunction with the theory of deep learning:integrating teaching resources and carefully pre-designing questions;respecting students’ subjects and improving classroom participation;breaking through thinking barriers and strengthening self-motivation.The concluding section summarizes the basic ideas of this paper,sorts out the shortcomings of the study,plans the next research direction,and makes an outlook on the theoretical study of deep learning.