A Study On The Application Of Problem-based Teaching Mode In Chinese Reading Teaching

Since China started the reform of new curriculum in senior middle school in2003,the teaching reform of Chinese has been carried out with vigour and vitality.The teachers and researchers have made some achievements according to the research and practice,but there are still many problems to be solved urgently.As an important part of Chinese teaching,reading teaching is the focus and difficulty of Chinese teaching.In the new Chinese curriculum standard of senior middle school(2017)promulgated by the state in 2017,learning task groups such as " the whole book reading" were added,and more attention was paid to the cultivation of students' reading ability.Therefore,whether reading teaching can achieve good results determines the realization and play of the value of Chinese curriculum to some extent.The new Chinese curriculum standard of senior middle school also puts forward the goal of comprehensively improving the core quality of Chinese,and pays more attention to the development of students' thinking,aesthetic and creative abilities.The problem-based teaching mode guides students to explore independently and focus on problem solving by raising questions,which is consistent with the spirit and concept of the new Chinese curriculum standard of senior middle school.There are a lot of researches on the problem-based teaching mode in China,but most of them are about the principle,structure and strategy of the problem-based teaching mode,and there are few empirical studies on its effectiveness,especially on the effectiveness of the problem-based teaching mode in Chinese reading teaching.Based on this,this study tries to start from the relevant theories of problem-based teaching and combined with the current researches on problem-based teaching at home an abroad.This study attempts to define the core concepts of the problem-based teaching mode,point out the necessity of the problem-based teaching mode into senior middle schools to promote the the teaching effectiveness of Chinese reading,and conduct in-depth empirical research on its effectiveness.The research objects are Chinese teachers and students of T senior middle school in N city.The study try to analyze the changes in teachers' teaching cognition,students' learning interest,problem consciousness and thinking quality after the use of problem-basedteaching mode.The research methods include questionnaire survey,individual interview method and classroom observation.Through investigation and analysis,this study has the following findings:1.After the teachers adopt the problem-based teaching mode,their teaching cognition becomes more scientific and reasonable,and they become more professional.2.After implementing the problem-based teaching mode,students' learning participation,learning interest,self-confidence in Chinese learning has increased significantly.3.After implementing the problem-based teaching mode,students are better at asking question in learning,and their thinking becomes more critical,original,profound,flexible and systematic.It is proved that the problem-based teaching mode can improve students' problem consciousness and thinking quality.4.There are some problems in the implementation of problem-based teaching mode,which affects the effect of problem-based teaching mode.In response to these problems,the author puts forward some specific suggestions.