Cultivating students' questioning ability is the requirement of the new curriculum standard. The reading goal of Junior High School Chinese Curriculum Standard in stages (grades 7-9) clearly points out: "I have my own experience in the content and expression of the text, I can put forward my own views and problems, and I can discuss difficult problems together in a cooperative way." The Outline of Basic Education Curriculum Reform (Trial) also points out: "... pay attention to cultivating students' independence and autonomy, guide students to question, investigate and explore, learn in practice, and promote students' active and personalized learning under the guidance of teachers." It can be seen that having the ability to question is the learning goal that students should achieve. The new teaching concept requires changing students' learning methods, emphasizing the cultivation of students' awareness of inquiry and the sensitivity of finding problems, encouraging students to express freely, individually and creatively, and developing students' independent reading ability. He is good at finding problems, asking questions, making his own analysis and judgment on the text, and trying to explain, evaluate and question from different angles and levels. "Therefore, we advocate bringing students' questioning behavior into the classroom. The author thinks that in Chinese teaching under the background of new curriculum, to cherish students' curiosity and thirst for knowledge and fully stimulate students' initiative and enterprising spirit, we should first pay attention to cultivating students' questioning ability, because curiosity and questioning ability are closely related. Usually, when people's curiosity to seek truth is squeezed by traditional ideas, curiosity will be transformed into questioning spirit. The spirit of questioning based on observation and thinking is a further promotion of curiosity. It should be noted that the process of learning is a process of constantly generating problems and eliminating them. Learning begins with thinking, and thinking begins with doubt. Zhu, a scholar in the Song Dynasty, said: "Learning is expensive and there are doubts, small doubts are small progress, and big doubts are big progress. Einstein once said, "It is more important to ask a question than to solve it." "So, why don't most students in our Chinese class have the habit and ability to ask questions? How to cultivate students' questioning ability in Chinese teaching under the background of new curriculum? The author has made the following explorations and attempts.
The reasons why students have no problems in reading teaching can be summarized as the following three points:
(A) Habits have become natural
Curiosity and thirst for knowledge are human nature, but when children enter the school gate, the problems will gradually decrease or even disappear. Why is this? As far as reading teaching is concerned, students are always in the state of being "organized" and the initiative is always in the hands of teachers. Questioning has become a teacher's patent, and students have only the obligation to answer. Teachers carefully process design questions in advance, step by step, interlocking and asking questions, while students are busy dealing with teachers' doubts and questions. As for what questions and why, students don't know why. In this constantly strengthening reading teaching environment, students have formed a mindset and a bad habit, that is, teachers don't know how to learn without asking, and there is no problem. Classroom teaching depends entirely on the teacher's "traction", and students lack initiative, consciousness and creativity in reading, so they can only follow the teacher's instructions. What will happen? At present, although "problem-based teaching" has become a hot spot in the research and practice of reading teaching under the new curriculum standard, from the related papers, teaching designs and teaching records published in teaching journals, almost all focus on how to study or implement teachers to guide students' reading through designing problems, but there are few articles on how to cultivate students' problem consciousness in reading. It can be seen that teachers still do not regard students as the real subject, and there is still a long way to go to change the view of teachers and students in teaching.
(B) Advocating teachers and teaching materials
Students' untitled consciousness also comes from the authority of teachers and textbooks. For a long time, we have been conducting "obedient teaching", which is embodied in the teaching of Chinese reading. It is to listen respectfully to the teacher's analysis and lectures, regard what the teacher said as the only correct point of view, and even record it to help us understand and master it. As far as teaching materials are concerned, editors express or imply the ideological significance and formal techniques of the text in unit tips, text tips and after-class exercises, which becomes the "dependence" of students' reading, that is, students do not rely on their own reading to find and ask questions and show their real reading situation, but look for questions and answers to understand the text from tips and exercises, so that students can develop a kind of dependence and inertia. Professor Jiang Dujian of Chongqing Yuxi University made a survey and made questionnaire statistics in his teaching practice of teaching normal students for many years, and intercepted 528 junior high school students, accounting for 73%. In short, teachers' authority and textbook authority have a strong sense of identity with students, forming a kind of "collective unconsciousness", which restricts students' thoughts and thinking and dispels students' doubts about personalized reading.
(C) the constraints of stylistic knowledge
The knowledge of reading teaching is mainly manifested in controlling reading teaching activities with limited stylistic knowledge. For example, novel teaching is the anatomy of characterization, plot development and environmental description; Argumentative teaching is to use arguments, arguments and knowledge of arguments to understand, or to carry out mechanical intellectual analysis from the aspects of asking questions, analyzing problems and solving problems. Although these knowledge methods have the general characteristics of similar styles, they will inevitably miss the richness of article writing. So we can't simply use abstract terms instead of specific analysis of reading. Only when students come into contact with the personality of each technique will they have doubts.
Because simple stylistic knowledge is regarded as the "password" of reading teaching, its direct disadvantages are as follows: students tend to pay attention to "what" rather than "why", and often pay attention to the * * * of the same style, ignoring the personality of different texts in the same style. This simple programmed teaching leads to students' lack of freshness and curiosity, which is not easy to cause problems, and students' colorful associations and imaginations are difficult to arouse, so they will naturally lose consciousness in reading.
So, how to cultivate students' questioning ability in Chinese teaching?
First, trust students, tolerate students and encourage them to question boldly.
In Chinese teaching under the background of new curriculum, teachers should fully develop democratic style, and strive to create a harmonious, relaxed and open teaching atmosphere, so that students can dispel their worries, boldly question and study happily in a healthy and relaxed collective psychological atmosphere.
Teachers are the organizers and guides of learning activities, and they are equal first. In order to effectively organize and guide students' learning activities, teachers should first fully trust students and always believe that each student has his own bright spot and development potential; Secondly, teachers should awaken students' self-confidence and self-motivation in their usual teaching, and at the same time, they should learn to squat down to see students and tolerate students' mistakes in asking questions. For example, in Chinese practice, I found an introverted classmate who never raised his hand in class and was very shy in activities. To this end, I often approach him actively and chat with him. Knowing that he is a student who loves reading and has many strange questions in his mind, I constantly encourage him to ask more questions. I remember when I studied Kuafu day by day, he asked, "Is Kuafu smart?" , causing controversy in the class. In this regard, I praised his good performance, which made his self-abased face bloom with a bright smile and established his confidence in learning Chinese. For another example, while studying the mystery of lemmings, when talking about the amazing reproductive speed of lemmings, a student suddenly stood up and put forward a computational mathematics problem about lemmings' reproduction in a text. I didn't let go of this "not a language" problem at that time. On the contrary, I asked the student to pick up a pen to calculate, which greatly protected the student's curiosity. For another example, when I read the word "clear love and hate", a student suddenly stood up and told me that "hate" should be read for the fourth time, not the first time. I didn't criticize this, just smiled and nodded, and then asked him to look it up in the dictionary. It is in this psychological atmosphere of trust and tolerance that students dare to question, so that they can continue to actively learn and surpass themselves.
Second, provide information, cultivate skepticism and encourage students to challenge authority.
Most students have superstitious and authoritative thoughts of "following only books" and "following only teachers". It should be noted that "learning is expensive and doubtful" and "it is better to believe in books than to have no books". In order to get rid of students' superstition of books and authority, teachers can use the latest teaching magazines or networks to provide students with some novel information about the text, so that students can understand the shortcomings of textbooks and take the lead in "picking holes" to make students understand the internal relationship between questions and knowledge. For example, in the teaching of "Fear of Nature", I provided students with the information of the author Yan Chunyou and the related articles of "Man and Nature", so that students can understand the author's views and language through comparative reading, take the lead in finding faults and talk about their feelings after reading. Then, I encouraged the students to challenge Yan Chunyou. Therefore, the students read the text in depth and carefully, and put forward their own opinions from different angles such as language rhetoric, wording expression and logical thinking. Some students put forward the view that "the author denies the achievements made in human history", and some students put forward the view that "the metaphor in the text is not appropriate enough" ... Many viewpoints and opinions collide in Chinese class. Through the study of this class, students' skepticism has been well cultivated, and their attitudes and habits in academic research have been well developed, completely breaking the idea of superstitious books and authority.
Cheng Yi, a scholar in the Song Dynasty, said: "Scholars must be suspicious first." Long-term receptive teaching makes our students lose their individuality and increase their dependence. They often can't ask valuable questions or don't know where to ask them. Therefore, in Chinese teaching under the background of the new curriculum, our teachers should show students the thinking process and methods of finding problems through demonstration and inspiration, pay attention to the guidance of questioning methods, and let students learn to ask questions and be good at asking questions.
Third, explore the part of the article and guide students to ask questions.
On the basis of students' overall perception of the article, teachers can guide students to ask questions from the title, beginning, end and transition section of the article. For example, in the teaching of The Great Tragedy, I asked students to question the topic. Students ask questions: "What kind of tragedy is the article about? Why is tragedy great? " These two questions urge students to continue to study the text in depth and carry out independent inquiry. For another example, in the teaching of Hello-Come Out, I guide students to taste the ending of the novel and make them question: Will the city really become more and more beautiful? What are the hidden dangers behind the beauty of the city? Through the independent exploration of this issue, students not only realized the literary meaning at the end of the article, but also grasped the theme of the article more deeply. Another example is the scene in the novel Kong Yiji: when everyone is discussing that "About Kong Yiji Really Died" is coming to an end, a student suddenly asks "How did Kong Yiji die?" The teacher paused, but immediately turned his head, taking this opportunity to guide the students to discuss "Kong Yiji's death". After reading and thinking, some imagined the tragic scene of his starvation, some imagined the scene of his freezing to death, some said that he was in agony, some said that he died of hunger and cold, and another lesbian said that he died of laughter and described a tearful scene: in a snowstorm. In a trance, his eyes lit up, and a magnificent hall appeared in the glow. At the age of 60, he finally made the imperial list in high school. He was wearing an ebony belt and his face was red. In the solemn atmosphere and melodious court music, he walked at a strange pace, examining the marble colonnade beside him and the red carpet at his feet, temporarily forgetting where he was, holding his head high and smiling proudly. ...
This is an unexpected gain. For the teacher, this casual question interrupted his teaching process, but its effect is far from being achieved by dead presupposition.
When Mr. Yu Yi was teaching Mulan poetry, a student finally raised an objection: "We traveled together for twelve years, and I didn't know Mulan was a girl. It's impossible. If nothing else, Mulan was exposed as soon as she washed her feet. How can she hide her feet? " At this point, the teacher fully affirmed the students who asked questions, and after class, teachers and students consulted the materials together, so that the students got satisfactory answers. This not only protects students' thirst for knowledge, but also makes the classroom exploration atmosphere very strong; It can also help students learn the scientific attitude of teachers to respect knowledge and study rigorously.
Fourth, through associative comparison, guide students to question.
Association is a psychological phenomenon that one thing thinks of another. And comparison is a good way to understand the problem. As the saying goes, only contrast can distinguish. Teachers can guide students to analyze and compare articles and materials with comparable significance through association, and dig deeper doubts in the text to question. For example, in the teaching of Lonely Journey, I compared the ugly duckling with it. The students found that Du Xiaokang learned to be strong through wind and rain, which is the process of the ugly duckling becoming a white swan, and naturally came to the view that "loneliness is a fortune in life". So, I asked my classmates to list the loneliness of celebrities in ancient and modern China and abroad, but one of them raised the question whether the loneliness of the emperor could be regarded as loneliness, which caused controversy among my classmates. To this end, after class, I guide students to compare the Loneliness of Du Xiaokang with the Loneliness of the Ancient Emperor, so as to deepen students' understanding of loneliness and further clarify the philosophical significance of life contained in the novel.
Fifth, through equal dialogue and ideological collision, train thinking in heated debates.
The New Chinese Curriculum Standard points out that reading teaching is a dialogue process among students, teachers and texts. It includes: the dialogue between teachers and students, and the dialogue between teachers and students and between students. The questioning behavior of students in the process of reading the text is actually a dialogue with the text. Equal dialogue between teachers and students and between students is a teaching method based on equal and harmonious teacher-student relationship, which emphasizes promoting students' autonomous learning and free development through conversational communication or perception. In view of this, teachers can let students grow and benefit from questioning through equal dialogue. In the usual teaching, the author mainly practices from the following two aspects.
Bernard Shaw said, "You have an apple and I have an apple. Exchange them to get an apple.": You have an idea, I have an idea, and exchange them to get two ideas. "Therefore, Chinese teachers should cherish generate's thinking sparks when students ask questions, actively organize exchanges and debates between students, let different ideas collide, and let students train their thinking in fierce debates. When a teacher was teaching "Looking Back on the Past at Tongguan, a Sheep on a Slope", in order to deepen students' understanding of "prosperity and people's suffering; For the understanding of the sentence "Death makes people suffer", he quoted Du Fu's poem "The wine and meat in Zhumen stink, and the road has frozen bones" and explained: "The wine and meat in a big house stink, but the poor people freeze bones on the road ..." Before the words were finished, some students objected to this. He felt that the teacher's explanation was unreasonable: because it can be judged from the poem that it is winter, since people can freeze to death, let's eat meat. Besides, wine doesn't stink. The teacher was surprised at his speech, but soon calmed down. After thinking a little, the teacher affirmed the students' courage and questioning spirit, and asked the students to discuss the poem and the classmate's speech just now. After discussion, everyone agreed that the problem was the word "smelly". After consulting relevant reference books, the conclusion is drawn: although the entry in Xinhua Dictionary is the same as the teacher's explanation, there is another pronunciation of "smelly", which, like "sniffing", is interpreted as "smelling with the nose". Obviously, the latter is more in line with the conventional and textual meaning.
This invisibly turns the doubts of teachers and students into nothingness, which is a potential thinking from the perspective of reception aesthetics and psychology. In teaching, as long as we are good at catching the ideological sparks that flash in students' questions and seize the opportunity to start debates and exchanges among students, we can train students' thinking and promote students to benefit from questions.
Sixth, appreciation and evaluation, so that students can experience success in the display of results.
People are eager to be appreciated and affirmed by others, and they are eager to get a successful experience. Therefore, teachers should make an appreciative evaluation in the process of dialogue with students, show the results of students' self-questioning in time, let students experience the fun brought by success, enhance their self-confidence in constant questioning, and form a good habit of being diligent and inquisitive for a long time. For example, in the teaching of my first book, a classmate boldly used his imagination. By comparing the two fates of Erhuangmao and "I", he asked: "If Erhuangmao who doesn't study is alive today and is our classmate, what fate will he have?" In addition to appreciating and evaluating this classmate's query, I also seized the opportunity to argue with my classmates about the usefulness of reading for two consecutive classes, and asked them to write an unforgettable composition "My classmate Erhuangmao" in combination with the text, and finally selected excellent works for exhibition and evaluation. This kind of Chinese dialogue teaching generated by students' questions has greatly stimulated students' interest in learning, affirmed the value of questions to a greater extent, and made students experience success. For another example, in the poetry teaching of Market in the Sky, when a student with unsatisfactory Chinese performance was learning the poem "Look at that meteor, they walked with lanterns", from the speed of lanterns and meteors, he raised the question of whether it was appropriate to compare meteors to lanterns. In this respect, I really appreciate his love for thinking and thinking, which prompted him to have a strong interest in Chinese learning. When the students enthusiastically express their independent opinions, the teachers and classmates cast a favorable look together; When students boldly put forward different views on famous works and expressed their views to the teacher, the teacher and classmates gave warm applause; When students ask some quality questions, the teacher not only organizes discussions, but also posts demonstrations. Experience tells us that the higher the expectations of students, the greater the chances of their success, and the trust of teachers can be transformed into the driving force for their progress. On the contrary, cynicism and inappropriate wording will stifle students' self-motivation. Teachers should not criticize the childish and eccentric questions raised by students, but should be tolerant and allow students to make mistakes, correct them and keep them. Welcome questions. Only in this way can students be willing to question and dare to question.
Brubeck, an American scholar, believes that the most wonderful teaching art is to ask students questions. Li Zhenxi, a famous Chinese teacher, also said: "If we really take the spiritual needs of students as the starting point of teaching, we should start real teaching from the students' problems." Students' problems are students' problems. To sum up, in Chinese teaching under the background of the new curriculum, teachers should actively create a democratic and harmonious dialogue atmosphere, pay attention to the cultivation of students' questioning ability in the process of autonomous learning, make students dare to question, be good at questioning and benefit from questioning, and gradually cultivate students' innovative spirit.
In short, how to cultivate students' ability to question and solve doubts in Chinese reading teaching requires us to study and explore, seek laws and master methods. Add charm to reading teaching and give full play to its role in developing students' intelligence, cultivating students' ability and improving students' quality.