Research On The Design Of "Master Questions" For Reading Teaching In Primary Schools With A View To Deep Learning

Faced with the limitations of current classroom teaching in primary and secondary schools,people realize that traditional teaching and shallow learning are far from meeting the needs of cultivating core literacy.With the development of the concept of deep learning,the connotation and ideas of deep learning are constantly applied in classroom teaching.Reading teaching,as an important part of language classroom teaching,has naturally become the main forum for promoting students’ deep learning.It can stimulate students’ interest in reading,develop their thinking ability,guide them to construct knowledge,and play an important role in students’ deep learning.However,what kind of "master questions" can promote students’ deep learning,and how to design reading teaching "master questions" that point to deep learning,are questions that need further research.Therefore,this study proposes a strategy for designing "master questions" for reading instruction in elementary school based on the intrinsic connection between deep learning and "master questions",combined with literature and analysis of the current situation.This study takes the "main questions" of elementary school language reading teaching as the research object,and uses literature,questionnaires,interviews and classroom observations to investigate and analyze the current situation of the design and implementation of teachers’ "main questions" of reading teaching,so as to propose a strategy for deep learning.This study was conducted to investigate and analyze the current situation of teachers’ design and implementation of "master questions" in reading teaching.The main contents of the study include: the basic meaning of the design of "master questions" for reading teaching in elementary school;the problems and causes of teachers’ design and implementation of "master questions" for reading teaching;the design strategies of "master questions" for reading teaching in elementary school for deep learning.The design strategies of "main questions" for primary school language reading instruction point to deep learning.Through literature research and survey analysis,this study has come to the following conclusions: First,deep learning is closely related to the design of the "main questions" of elementary school language reading teaching,and the "main questions" of elementary school language reading teaching that point to deep learning reflect the basic nature of the language curriculum.They are an important means to cultivate core language literacy and promote students’ deep learning.Secondly,there are three problems in the design of the main questions of reading teaching in elementary school:the main questions are not strong in guidance,the main questions are weak in direction,and the main questions lack levels,"The main questions lack hierarchy.The reasons for these problems include the weakness of teachers’ "main question" design,the superficiality of teachers’ interpretation of the text,and teachers’ neglect of students’ main status.In response to the above findings,this study proposes a general strategy for the design of "master questions" in elementary school language reading teaching that points to deep learning: practicing the concept of deep learning,improving teachers’ "master question" design literacy;carefully pre-designing "master questions" to build a platform for higher-order thinking;strengthening Student-centered to improve students’ participation."The main questions are designed to build a platform for higher-order thinking,and to strengthen students’ awareness and improve their participation in class.In addition,according to the characteristics of different text genres,the design strategies of "main questions" for reading teaching different text genres in elementary school language pointing to deep learning are proposed.