Research On The Design Of Questioning In Junior High School Chinese Classroom Under The Concept Of Deep Learning

The new curriculum reform emphasizes the cultivation of students’ future leading ability and adaptability.After the new curriculum reform enters a new stage,teaching should change with the trend.The concept of deep learning conforms to the law of education and social development,and is the new development direction of education and teaching in the new era.Applying the concept of deep learning to the question design of Chinese classroom in junior middle school can not only cultivate students’ higher-order thinking ability,but also provide a new way of thinking for education and teaching in the new era.However,the importance of applying the concept of deep learning to classroom questioning has not attracted enough attention.The author first of all from the deep learning concept,junior middle school language classroom questioning design aspects to carry on the literature review,providing theoretical basis for research,at the same time,through the comparative analysis of deep and shallow learning,combed the connotation and characteristics of deep learning the design of classroom questioning,and explains the concept design used in junior middle school language classroom questioning the value and significance.Secondly,through interviews,classroom observation and other methods,the current situation of classroom questioning design is investigated and analyzed.Combined with the key point of classroom questioning,a comparative analysis is made between classroom questioning and classroom questioning under deep learning from the front end of question design,the implementation process of question design and the implementation of question design.According to the present situation of classroom questioning implemented by teachers and students’ performance in classroom questioning,the importance of classroom questioning design based on deep learning concept is analyzed from the perspectives of learners,instructors and characteristics of teaching content.Then,based on the investigation and analysis in Chapter 2,specific and feasible strategies are put forward for classroom question design under the concept of deep learning from the perspective of teachers’ preparation and classroom implementation process: 1.Before class,we should deeply interpret the text and build a cognitive framework.2.Focus on core issues and construct discipline concepts;3.High-quality problem-driven design should be carried out to create an immersive classroom;4.Focus on the ability to listen to questions and develop in-depth expression based on questions.Finally chose new teaching,course evaluation,review of three class type of class analysis,from the choice of construction of class and class example questions design and implementation effect and so on the purpose of to explore deep learning concept design strategies of classroom questioning in the concrete application of the three courses and to improve the effect of problem,for the language teacher development.