| The core quality of the subject is the main embodiment of the value of the subject education.The classroom is the most specific level of the implementation of the core quality to the Chinese curriculum,and it is an important part of the education work.Classroom questioning runs through the whole classroom.It is an exchange activity of language,thinking,aesthetics and culture between teachers and students.It is also an important teaching method for the core accomplishment of Chinese subject.The purpose of high school Chinese classroom questioning,which points to the core quality of the subject,is to create an effective question situation,so that high school students can acquire the necessary language knowledge and language ability,thinking method and quality,emotional attitude and values,and improve their core quality and comprehensive ability in the active classroom learning process.But at present,in many Chinese classes,many teachers do not make classroom questioning to play the maximum effect.In the process of asking questions,we can't make Chinese core literacy penetrate into Chinese classroom teaching very well,and the goal of cultivating students' Chinese core literacy is not in place.Therefore,from the perspective of core literacy,the research on questioning strategies in senior high school Chinese classroom provides a new breakthrough for the improvement of senior high school students' core literacy.The thesis is divided into four parts.The first part is the introduction,which mainly combs the domestic and foreign research results on classroom questioning strategies.It is found that in the existing research,there are few literatures about classroom questioning strategies from the perspective of cultivating students' core literacy of Chinese subject.Therefore,the paper puts forward the suggestions of questioning strategies in senior high school Chinese classroom from the perspective of core literacy.The second part is an overview of the research on the strategy of Chinese Classroom Questioning in senior high school from the perspective of core literacy.According to the existing research results of domestic and foreign scholars and the author's own teaching practice,it summarizes the concept and characteristics of classroom questioning,expounds the relationship between core literacy and classroom questioning,and puts forward the criteria of Chinese classroom questioning based on Chinese core literacy.The third part mainly uses the method of questionnaire investigation and classroom observation to make an in-depth investigation on the current situation of Chinese Classroom Questioning in senior high school.From the two aspects of teachers and students,it studies whether senior high school Chinese teachers can well penetrate the core Chinese literacy into the Chinese classroom in the process of questioning,and analyzes the main problems and the causes behind them through the survey data.The fourth part mainly aims at the problems that appear in the classroom questioning from the perspective of Chinese core literacy,puts forward four kinds of targeted Chinese classroom questioning strategies,and takes the Chinese teaching case of senior high school as an example to elaborate the implementation scheme of classroom questioning with strong operability to implement Chinese core literacy,so as to help the Chinese teachers of senior high school to better implement the new curriculum standards The requirements of developing students' Chinese core literacy.The fifth part is the conclusion,which summarizes the content and puts forward suggestions.The results show that: on the whole,Chinese teachers in senior high school can generally attach importance to the role of Classroom Questioning in cultivating students' Chinese core literacy.At the same time,teachers also have a certain understanding of classroom questioning,they understand the value of classroom questioning and pay attention to it.However,the majority of senior high school Chinese teachers' understanding of it is mostly at the level of problem description,and there is no theoretical guidance on how to lower the students' Core Chinese literacy and improve their professional development level in senior high school Chinese classroom questioning.According to this,the following suggestions are put forward: deepen teachers' understanding of Chinese core literacy;strengthen teachers' learning of classroom questioning theory;focus on the guidance of Chinese core literacy;cultivate students' awareness of active questioning;pay attention to the multiple evaluation of students' answers.Hope to provide some reference for the teaching of the first-line Chinese teachers,so that they can get a broader development space on the way of teaching. |
