The Phenomenon Analysis And Strategy Exploration Of The Presupposed Answer In Primary School Chinese Class

Since the new curriculum reform, "the presupposed answer" has become valued in Chinese class teaching. It exists in the real classroom which makes the teaching more activity. The attention of the presupposed answer is hitting the original presupposed mode and promoting the students’ pluralistic thinking and innovation ability. This study attempts to analysis the production and the digestion process of the presupposed answer. The research aims to provide basic theory and practical suggestions for the Chinese teachers how to deal with the presupposed answer in Primary school. This thesis consists of four parts:The first chapter is introduction that explore the selected topic background, the purpose and significance of the research. Comment the present situation of research on the presupposed answer domestic and abroad; define the core concepts. From the perspective of classroom questioning, the concepts of the presupposed answer are: when the students answer the teacher’s questions, making the reply is beyond the potential answer or the answer domain that the teachers can understand and accept. The student’s answer is “the presupposed answer ".The second chapter is "the presupposed answer" ontology analysis. Part of this chapter is divided into two parts. The first part is to analysis the production and the digestion process of the presupposed answer. The second part carries on the value judgment about it.The third chapter is the present situation and cause analysis of the presupposed answer in primary school Chinese class. The research methods are given priority to classroom observation, questionnaire and survey method. The interview investigation method is complementary. The research is intended to explore the cognitive status quo and the introductory status quo of the presupposed answer.The fourth chapter is the practice exploration. Through case dialysis, it may gives proper guidance. This study may promotes the teachers to focus on students’ subjectivity and promotes the classroom teaching from static presupposition towards the generation of dynamic.