The Study Of Question Design For Junior Middle School Chinese Reading Teaching Under The Perspective Of Higher-order Thinking Training

With the advent of the information age,the rapid increase in the amount of knowledge and information,the amount of information that has been occupied no longer puts you in a dominant position.How to use information becomes the key to solving problems.Furthermore,the increasingly detailed division of labor in society,the era of multi-disciplinary cross-border,the completion of tasks or the solution of problems all require the mobilization of multi-disciplinary knowledge.The changes in society put forward higher requirements for the training of talents.Today’s talents not only pay attention to the study and accumulation of knowledge,but also pay attention to the systematic integration of existing knowledge and focus on the analysis and solution of problems in specific situations.Therefore,they pay attention to thinking.Development,especially the cultivation of higher-order thinking,came into being.In recent years,higher-order thinking has become a hot topic at home and abroad,so how to cultivate higher-order thinking has become a new direction for research.As mentioned above,completing and resolving problems in multi-disciplinary and cross-border eras requires the mobilization of knowledge in many fields.Building a “problem tree” centered on “problems” has become the key to solving the problem.The problem is the source of thinking,the direction of thinking,and questions.Level of the decision determines the level of development of thinking.Therefore,the research in this paper develops higher-order thinking through problem design.Through the study of previous literature,it has been found that domestic scholars have begun to pay attention to designing and cultivating higher-order thinking through the use of problems.However,there are not many studies on cultivating higher-order thinking based on disciplinary issues.Based on the Chinese disciplines,especially as a reading of the “drama,” Questioning the design to cultivate higher-order thinking is even less,and it also provides a lot of space for this research.In this paper,we first made a review of high-order thinking,reading teaching questions design,and the related literature review of the two.From the theoretical analysis,it is concluded that reading teaching problem design can cultivate students’ higher-order thinking.Then it defines the meaning of high-order thinking and design of reading teaching problems,and then,on the basis of analyzing the laws of reading ability levels,different levels of reading represent different levels of thinking.Problems are the source of thinking,and different development levels of thinking level point to different levels.The type of problem,therefore need to design high-level problems to cultivate higher-order thinking.Finally,we combine the different styles of reading,design different types of problems to cultivate higher-order thinking.This paper mainly includes seven parts.the main contents are as follows: The first part is to clarify the issue of the paper.The second part is an overview of high-order thinking at home and abroad,the design of reading teaching problems and their related research.From the existing research,the connotation of higher-order thinking and design of reading teaching problems is clarified,so as to find a combination of high-order thinking and reading teaching design.The third part is the research design and research process,which including the definition of core concepts,theoretical basis,research methods and ideas,research difficulties and innovation.The fourth part clarifies the meaning and dimensionality of higher-order thinking in this article.The fifth part is the theoretical analysis part.Based on the analysis of the level of Chinese reading ability and the formation of laws,this paper puts forward the general idea of problem design in the perspective of nurturing higher-order thinking.Firstly,we analyze the problem on the basis of the ontology,and then design the problem according to the teaching objectives and the difficulties.Then we analyze whether the design problem meets the curriculum standards and the teaching materials.It is necessary for the design problem under different types of texts.The design of the final problem must pay attention to the academic situation and teach students in accordance with their aptitude.The sixth part of the development of different levels of thinking is based on the fifth section points to different levels of questioning.Therefore,the sixth part first analyzes the general principles of questioning design for reading teaching from the perspective of the cultivation of higher order thinking,such as the principles of macroscopicity,pertinence,enlightenment,and hierarchy;from the corresponding high-order thinking hierarchy Design reading teaching questions.Finally,for based on the different types of text reading in the teaching of higher-order thinking and how to design questions to do the relevant discussion.The seventh part proposes the deficiencies in this study based on the degree of research in this paper,and further points out the need for further research in this research.