The Design Of Chinese Classroom Teaching Questions In Senior High School Oriented To The Cultivation Of High-order Thinking

The new curriculum standard takes the development and improvement of thinking as an important part of the core quality of the discipline.The deepness of thinking,critical thinking,creativeness of thinking and other thinking qualities of thinking have been valued,and the higher-order thinking directed by these qualities has also been widely concerned by the educational community.Thinking and questioning complement each other.The cultivation of high-order thinking inevitably requires classroom teaching questioning.However,the current situation of classroom teaching questions is not optimistic.There are still problems such as trivial questioning,broken answers,and strong indoctrination.The value of classroom teaching questions in cultivating high-order thinking is ignored,which is not conducive to the development of students’ high-order thinking.Therefore,this paper will focus on the current teaching situation and explore the design of senior middle school oriented to the cultivation of high-order thinking.This paper first clarifies the definition and relationship between high-order thinking and questioning through reading relevant literature,and establishes an analytical framework for classroom teaching questioning that is applicable to the cultivation of high-order thinking.With this analytical framework as a tool,it analyzes the disadvantages of current Chinese classroom teaching questioning in the cultivation of high-order thinking,and finally puts forward corresponding classroom teaching questioning design strategies for these problems.This paper mainly includes six parts,the main contents are as follows:The introduction part introduces the topic.This chapter illustrates the thesis background,purpose and significance of the research methods and domestic and foreign research status;Then,it summarizes the main research results and methods involved in the research content.The first chapter defines the relevant concepts.Clarify the relevant concepts of classroom teaching questions and high-order thinking,combine the characteristics of Chinese,explain the connotation of high-order thinking in senior high school Chinese teaching,and establish the high-order thinking analysis framework applicable to analyzing the classroom teaching questions in senior high school Chinese.The second chapter is mainly about theoretical analysis.This paper analyzes the theoretical source of using classroom teaching questions to cultivate high-order thinking,clarifies the relationship between thinking cultivation and classroom teaching questions,and clarifies its viability.The third chapter is mainly to drafting the principles of classroom teaching questions.Read the relevant literature,analyze the theoretical basis,and summarize the design principles of senior high school Chinese teaching questions oriented to thinking cultivation.The fourth chapter mainly analyzes the current situation of classroom teaching.The research will use classroom observation,questionnaire survey and interview to go deep into the real Chinese teaching in senior high school,excavate the factors that are not conducive to the cultivation of high-order thinking in the question design,and finally make an attribution analysis of the current shortcomings.The fifth chapter mainly puts forward the specific question design strategy.Using the analytical framework of classroom teaching questions oriented to the cultivation of highorder thinking,and based on current situation of Chinese teaching in senior high school,this paper puts forward the question design strategy oriented to the cultivation of highorder thinking,and uses the case method to discuss how to implement the strategy.