The Research On Effective Questions Of Chinese Reading Teaching In Junior Middle School

Ask questions, as a commonly used method of teaching in the classroom, as early asmore than2000years ago, it has been used in teaching practice. Prior to the21st century, boththe conversation method, the heuristic teaching method, its characteristic is the classroomteacher-centric, teachers ask questions throughout the teaching process, students are alwayspassively listen to the teacher, its status could not be reflected. Until2001the Chinese coursestandard of full-time compulsory education (experimental manuscript) promulgation of theentrenched positions in the classroom for language teachers in China began to change. But, inspecific language teaching practice, as some of the teacher on the dialog teaching theory tounderstand well enough, even is a errors of understanding, led to "talk" a mere formality. Itsperformance for the teacher to ask questions directly of the blind pursuit of class form "open"and "vivid","exciting", does not touch on the connotation, value and meaning of the text.In the teaching of Chinese reading, how teachers should ask questions? Where to askquestions in the text are valid? With so of questions, I tries to in this in the, concern languagereading teaching in the class questions area of literature material, to theory for guide, researchactual class teaching in the of questions, seeks to found to solution teachers questions areaexists of problem, to reflected text value, and in language reading teaching in the has practicalof questions design of method, for language peer provides reference, implementation efficientlanguage reading teaching of purpose.A major objective of the new curriculum reform of Chinese are: realization of teacher’sauthority by the change to teachers and students, Professor of communication and dialogue onan equal footing. So, reading is also a "dialogue" process, is an author, text, readers (teachers,students) of a process of dialogue with each other. On this basis, the focus of this article is:based on language and content in the form of text, readers of author, text, three poles, Chinesereading teaching in junior middle school teachers to design effective questioning. Teachers byon text author of questions, boot students understanding author of life thought and writing oftimes background, objective, and correctly geographic solutions and grasp literature works ofideology; by in text thought of joint points, and text eye, and contradictions points, andimplicit points, and language features, and idea skills of Department design questions, bootstudents on text of Word, and Word, and sentence of as appropriate, and understanding,gradually improve students of feel, and understanding, and enjoy and evaluation of ability,master using language of law; by on readers of questions, Guide students to pluralisticunderstanding of a text of uncertain significance of gaps to fill the blank white space, innovation, creative reading ability cultivation of students researching and reading.