The Effective Questioning Strategy Research For The Junior Middle School Chinese Reading Class

In the junior middle school stage, Chinese reading teaching plays an important role in enhancing students’ educational achievement, interest cultivation and personality training. Therefore, it becomes topical to improve the junior middle school Chinese reading teaching effectiveness. Through the observation and research, some people have found that the effective questioning in class is one of the important factors that affect the effectiveness of classroom teaching. From this point of view, we are eager to find out some effective questioning strategies through a combination of junior middle school Chinese reading teaching by this research, to discuss how to adapt to the present Chinese reading teaching, and as a result, to improve the effectiveness of teaching.Of course, we also hope that this study can provide some reference for the junior high school Chinese teachers.During the research, the author first reviews much teaching research in recent years on effect ive quest ion ing in Chinese reading class. Drawing on previous ideas, she puts forward the definition and characteristics of effective questioning in Junior Chinese reading. In order to better understand the reality of the situation, the author has surveyed30teachers and80students, and has interviewed a part of teachers and students. Combining with her own teaching practice, she explains the questions existing in the effective questioning in class for the teachers or students, and analyzed the causes from three aspects.Finally, according to the results of the survey and in-depth thinking, combining with Chinese reading textbooks and classroom practice, the author advances specific strategies from four dimensions. First,about questioning subject. Teachers should design different kinds of effective questions according to the reading comprehension of each student and adopt various methods to encourage students to raise questions.Second, according to the content of the text (especially from PEP middle school Chinese textbooks).Each question should be devised carefully to seize the refinement of conflicts in the text, emotional fluctuations and the negative space of the arrangement. Also, We should pay more attention to the literary technique, such as syntactic change of rhetoric, rhetorical devices of Chinese language, the organization of the whole contents and narrative perspectives. At the same time, we must care about the author’s creation intention, focus attention to the creation background, incisive sentences and meaningful endings, and finally proposes the corresponding countermeasures. Third, about question periods. We should try to find out corresponding strategies of questioning to guide students to enjoy all the experience of reading whether before class or in class, even in finding the art of ending class. Fourth, methods and strategies of asking questions. The author stresses on the techniques of comparative analysis and the methods of stimulating students’interest.