A Study On The Optimization Strategy Of Questioning Design In Chinese Reading Teaching In Primary School

To improve the quality of class teaching,the optimization of question design is the key.Class questioning is one of the most important teaching methods for teachers to organize Chinese classroom teaching in primary schools;it is an indispensable basic condition for teachers and students to interact with each other;class questioning is important to ensure the quality of students' Chinese learning.The teaching of Chinese reading in primary schools accounts for the largest proportion of the overall primary Chinese teaching tasks,but at present,the basic teaching method of Chinese reading in primary schools is "teachers ask questions-students answer",and the phenomenon of questioning every student is quite common.This reflects the problem that the teacher's question design needs to be optimized,so we have to focus on the "question design" link.According to the Qu:Est strategy theory,this paper has developed 13 first-level evaluation indexes,and developed six first-level evaluation indexes by using the Bloom Classification of Educational objectives(revised edition),and carried out evaluation of questioning for Chinese reading teaching in primary schools from the two aspects of teachers' "type of questioning" and "the level of questions".Based on this,this paper takes a primary school in Haikou city as an example,adopts classroom observation method,aims at teachers' class questioning,collects data directly from primary school Chinese reading teaching classes and fills in observation scale immediately.Then it analyzes the problems existing in the design of class questioning in reading teaching,and puts forward some suggestions for improvement.This article is divided into five Chapters.Witch are summarized as follows: Chapter 1.is introduction,mainly outlining the general ideas of this study from two aspects: the background of the study and the definition of concepts.First of all,this paper introduces the research background,research purpose and significance,research methods and research tools,focusing on the Bloom teaching objectives classification of four types of knowledge and six levels,and coding symbols of the Qu:Est strategy.Secondly is the concept definition.It defines the five concepts of "questioning","class questioning","effective questioning" and "question design optimization",and summarizes the research results.Revolving around the question of "optimizing class questioning",it mainly introduced the QUILT framework.Chapter 2 introduces the characteristics of "good question" and its producing conditions.It combs out detailed discusses around the core content of "how the teacher can design a good question".First of all,the characteristics of "good questions" are summarized,and the characteristics of effective questions are analyzed.The restriction elements of questioning design such as characteristics of the selected texts and learning are analyzed firstly,and it researched the necessary knowledge and technical conditions in optimization of questioning design.Chapter 3 is a case analysis of questioning design based on classroom observation.The author makes statistics and result analysis on the actual questioning in reading class,and then combs out the advantages and disadvantages in the design of questioning in Chinese reading teaching in primary schools.Chapter 4 analyzed the existing problems and their causes.It researched the questioning design from the two dimensions of the teacher's classroom questioning type and the level of questioning.and concluded with problems including a large proportion of closed-type questions,too high questioning frequencies,lack of questioning design capacity,low efficiency questioning and other problems,and analyzed the cause of the emergence of these problems.Chapter 5 is the innovation and characteristic of this paper,which provided the questioning design optimization strategy for Chinese reading teaching questioning in primary school.It puts forward specific improving countermeasures for teachers ' questioning design in reading class mainly from three aspects: technology specialization,process refinement and research and study mechanization.