Research On The Questioning Strategy Of Chinese Reading Teaching In Junior Middle School Based On Deep Learning

As a common way of Chinese reading teaching,classroom questioning is of great significance in promoting students’ thinking development and the implementation of Chinese core literacy.The theory of "deep learning",as the focus of educational research in recent years,is a learning theory with the goal of developing students’ high-level thinking ability and problem-solving ability.There is a connection between this theory and classroom questioning,which to some extent can provide reference for promoting the depth of classroom questioning in Chinese reading teaching.It can be seen that it is necessary and important to carry out the research on classroom questioning in junior high school Chinese reading teaching based on the perspective of deep learning.Based on the above cognition,this study is divided into five parts.The first chapter is the introduction,which mainly describes the research background,research significance,literature review and research methods.The second chapter is the concept definition and theoretical basis,which mainly uses the literature research method.First,it defines the relevant concepts involved in the thesis,and then it further elaborates the inevitability of the combination of the two and the theoretical basis.The third chapter is the investigation and analysis of the current situation of classroom questioning in junior high school Chinese reading teaching.It mainly analyzes and collates the first-hand information obtained,such as questionnaire survey data,classroom observation results,etc.The fourth chapter is on the basis of the third chapter,to further sort out the problems existing in the current situation of classroom questioning in junior high school Chinese reading teaching,and summarize the causes,and then lay the foundation for putting forward targeted optimization strategies.The fifth chapter is the focus of this thesis,which is mainly based on the in-depth learning perspective and puts forward relevant optimization strategies aiming at the problems existing in the current situation of classroom questioning in junior high school Chinese reading teaching.It also combines specific teaching cases and draws on effective questioning from famous teachers’ classroom records.The relevant strategies specifically include: firstly,in terms of carefully setting questions,teachers need to carefully design questions before class to improve the quality of classroom questioning;And use the main question to lead thinking and build a bridge for in-depth reading.Secondly,in terms of adhering to student-centered awareness,teachers need to innovate the way of asking and answering questions to improve students’ classroom participation;Reasonably grasp the waiting time and guide students to think deeply;Encourage students to take the initiative to ask questions and cultivate their awareness of questions;Pay attention to classroom feedback and make good use of diverse evaluation languages.Thirdly,in terms of theoretical learning and reflection,teachers need to take the initiative to learn the theory and play the guiding role of the theory;And be diligent in reflecting and summarizing to improve the level of reading questioning.Finally,in terms of the school educational environment,schools need to arrange their workload reasonably,leaving time for teachers to improve themselves;Organize professional training activities to improve teachers’ classroom questioning skills;Improve the questioning and evaluation mechanism,and give full play to the role of school supervision.