Research On Chinese Classroom Questioning To Promote The Development And Improvement Of Thinking

The development of both the society and the country requires the improvement of the thinking ability of the people,and education naturally assumes the responsibility of cultivating citizens with high-level thinking ability for the development of the country and the society.The revised Chinese curriculum standards for senior high schools in 2017 condensed the core quality of Chinese subject,especially the core quality of "thinking development and improvement",which put forward more specific goals and requirements for Chinese classroom teaching.Questioning is an important teaching method in Chinese teaching and an important way to develop students' thinking.This study combed through the past Chinese classroom questioning research and teaching practice,and found that they have some problems in achieving the development and improvement of students' thinking,and the main reason is that they seldom pay attention to the students' existing thinking level for specific learning content or questions for the next step of the answer.This causes a certain gap between the students' thinking and the teacher's answer.According to sums up the problems and its reason analysis,this study considered the language classroom questions need to pay attention to the development of thinking and promoted,and to carry out the thinking of development and promote this goal must through questions designed to make students give out meaningful thinking,then to visual thinking,in order to properly evaluate students' implicit thinking,finally,the accurate evaluation on the basis of students' thinking and the corresponding manage a strategy to develop the students' thinking.In other words,the classroom questions should follow or combine the four steps of "thinking occurrence-thinking explicit-thinking evaluation-thinking development".The teacher should use this question teaching mode flexibly and avoid applying it in a stereotyped way.This study is divided into four parts,which respectively discuss the above four steps.Firstly,teachers can promote the occurrence of students' meaningful thinking and lay a foundation for the development of students' thinking by managing the teaching design of students' preview questions and constructing the teaching design of main questions and problem chain.Secondly,teachers can use the thinking explicit technology and strategy developed based on the thinking image representation,language representation and body representation to realize the students' thinking explicit,which is conducive to the next step of thinking evaluation.Thirdly,in order for teachers to effectively evaluate students' thinking and the quality of classroom questioning,this study developed teaching tools such as the scale for evaluating the thinking level of answering questions and the scale for evaluating the effectiveness of Chinese classroom questioning in combination with SOLO classification evaluation theory.Finally,the teacher's theory should attach importance to the evaluation of students' existing thinking level.Therefore,the theory preparation strategy based on thinking evaluation,the theory development strategy based on existing thinking level and the theory bandha strategy based on thinking integration should be adopted to realize the leap and development of students' thinking in different levels.This paper studies the whole process of Chinese classroom question-asking teaching in four parts.