Research On Questioning Strategies In Primary School Chinese Classroom Based On Question Continuum

The important goal of quality education is to cultivate and develop students'innovative spirit and practical ability.For a long time,how to start with daily education and gradually achieve this goal has also become an important challenge for every teacher in the classroom.Questioning is something that happens in every lesson.Good questions will surely arouse students 'whimsy,but regular,low-quality classroom questions may hinder students' higher level development.Therefore,this study attempts to use the Problem Continuum as the theoretical basis to design "problem continuum" in elementary school Chinese classrooms in different fields,break the bottleneck of problem continuum teaching,and construct a chain of problem-based primary school Chinese teaching.The first part is the theoretical research on the questioning of Chinese in elementary school.First of all,based on the theory of Marker's question continuum,this paper analyzes the composition and significance of question types,question structures and question levels,and finally analyzes the three characteristics.The second part is the practical research of questioning in elementary school Chinese classroom from the perspective of Problem Continuum.First of all,the classroom observation method is used to analyze the current status of questioning in elementary school Chinese in three aspects:question type,question structure,and question level.Thirdly,the narrative research method is used to raise the problems faced by the continuum construction of elementary school Chinese classroom problems.Finally,the interview method is used to analyze the problems faced by the continuum teaching in the elementary school Chinese classroom.The third part focuses on the strategies of optimizing questioning in elementary school Chinese under the concept of Problem Continuum.Aiming at the above problems and the causes of the problems,this research focuses on three perspectives of teachers,teaching environment and students to try to solve the bottleneck of Problem Continuum teaching.After that,from the classification design of "Problem Continuum"in elementary school Chinese classroom at the operational level to the guidance method at the idea level,a whole set of path to construct a chain of problem-based elementary school Chinese teaching was proposed.