A Study On The Interrogate Strategies In Middle And High Reading Class Of Primary School,Which Is Oriented To The Development Of Thinking

The development of students’ thinking depends on the depth and breadth of teachers’ thinking.Implementing follow-up questions is a teaching talent that educators must have in teaching,and how to conduct follow-up questions in language reading teaching to promote the development of students’ thinking is an important element worth studying.The purpose of this thesis is to analyze the influence of teachers’ follow-up questions on students’ thinking development,to explore the methods and ways of implementing effective follow-up questions in language reading teaching,to optimize students’ thinking quality,and to improve elementary school students’ language reading ability through the investigation of the current situation of teachers’ follow-up questions in reading teaching in the middle and upper levels of elementary school language and the analysis of students’ thinking development in language learning.This thesis mainly adopts the scientific way of combining literature,observation,questionnaire and interview survey methods to carry out the research,taking the classroom as the main position and studying a large number of classroom examples and cases in classroom teaching from different perspectives.The reasons for these problems include teachers’ lack of in-depth analysis of the text,teachers’ poor grasp of the timing of follow-up questions,teachers’ neglect of the role of follow-up questions in developing students’ thinking,and teachers’ lack of awareness of follow-up questions for reflection.Finally,we analyze and summarize the existing problems and causes in primary language reading classroom follow-up,and propose strategies to optimize the follow-up in the middle and upper elementary language reading classroom from four modules: timing of follow-up,follow-up session,follow-up style,and post-class reflection on follow-up.In the primary language reading classroom,teachers should take text analysis as a carrier,sharply capture the timing of follow-up questions,design effective follow-up links,make the follow-up questions targeted,hierarchical,and referential,and lead students through reverse-led,in-depth inquiry,and associative follow-up questions at the places where students think shallowly,think wrongly,or answer unexpectedly,in the process of guiding students to analyze words and passages,analyze the context of the text,and deeply understand the text This study aims to improve the flexibility,profundity,criticality,and originality of students’ thinking.The purpose of this study is to improve teachers’ teaching resourcefulness in language reading teaching,optimize students’ thinking methods,and promote students’ language reading ability.