摘要：语文阅读教学提问是引导学生加深文本理解、促进学生思维的重要方法，能有效调动学生语文文本理解的主动性。在深入查阅文献资料的基础上，本文给出阅读教学提问内涵，通过对小学语文阅读教学提问的课堂观察和对小学语文教师的访谈，分析发现小学语文阅读教学提问存在着阅读教学问题设置随意性强，问题设置顺序不清晰，提问方法不够灵活，提问重点不突出等问题，从语文阅读教学提问的目标、难易程度、提问创新、对教学内容理解不透彻等深入分析其原因，并从更新观念、提问要有针对性、问题设计的顺序、准确把握教学内容、提问方法的灵活多样等方面提出了改进小学语文阅读教学提问的建议。84264

毕业论文关键词：小学语文；阅读教学；阅读教学提问

Problems and Suggestions for Improvement of Chinese Reading Teaching Question in the Primary School

Abstract: Chinese reading teaching question is an important way to guide students to ask questions to deepen understanding of the text, to promote students’ thinking。 It can effectively mobilize the initiative of the students in understanding the language versions。 The article gave the connotation of reading teaching questions based on accessing to literature。 The paper analyses the following problems of Chinese reading teaching question in the primary school, based on classroom observations and interviews on primary school Chinese teachers about the Chinese reading teaching questions in the primary school。 These are setting arbitrary reading strong, unclear setting the order of the question, the inflexible method of the question, less emphasis of the question, and so on。 And the article analyzes deeply the reasons such as the Chinese reading teaching target, difficulty level, questions from innovation, understanding thoroughly the teaching content, and so on。 Finally, the paper puts forward some suggestions of improving Chinese reading teaching question。 The suggestions include updating ideas, questions of the targeted, the order of the question design, accurate grasp of the teaching context, flexible method of the question, and so on。

Key Words: Primary school Chinese; Reading teaching; Reading teaching Question

目  录

摘要 1

Abstract 1

一、阅读教学提问的内涵 2

二、小学语文阅读教学提问存在的问题 2

（一）教师设置的问题随意性强，不够精炼 3

（二）提问的重点不突出，过于繁杂 3

（三）问题的设置没有顺序性，层次不明显 3

（四）提问的方法过于死板呆滞，不够灵活 4

三、小学语文阅读教学提问存在问题的原因 4

（一）教师没有明确的提问目标 4

（二）教师提问抓不住重点 5

（三）问题的难易程度与学生实际能力不符 5

（四）教师提问缺乏创新性 5

四、小学语文阅读教学提问的改进建议 6

（一）更新教师的教学观念，为学生营造一个思考的空间 6

（二）提问要有针对性，目的性要强 6

（三）教师要准确把握教学内容，精心设计问题 7

（四）设计的问题要有顺序性，要有思考的价值