核心素养导向下中学语文师范生课堂问题设计的误区与优化策略

Misconceptions and Strategies in Classroom Questioning Design for Pre-Service Chinese Language Teachers in Secondary Schools: A Core Competencies Perspective

摘要: 课堂问题设计是语文课堂开展文本探究、组织师生互动、促进学生思维发展的重要环节，其质量直接关系课堂教学深度与素养培育成效。中学语文师范生具备系统的教学理论基础与规范设计能力，但在课堂问题设计中仍普遍存在目标导向模糊、问题结构松散、设问层级浅表、情境任务脱节等问题。本研究采用教学设计文本分析与模拟授课课堂观察相结合的方法，提炼出师范生课堂问题设计的四类误区，并基于语文教学规律与职前教师设计特征，从素养目标统领、问题体系建构、问题层级优化、情境任务创设四个维度提出优化策略，以期为提升师范生课堂问题设计能力、落实语文核心素养育人目标提供参考。

Abstract: Classroom questioning design is a critical component in Chinese language arts instruction for conducting textual exploration, organizing teacher-student interaction, and promoting students’ cognitive development. Its quality is directly related to the depth of classroom teaching and the effectiveness of core competency cultivation. Secondary school Chinese language pre-service teachers possess systematic theoretical knowledge of pedagogy and standardized design capabilities; however, they commonly exhibit such problems in their classroom questioning design as vague objective orientation, loose question structure, superficial questioning levels, and disconnection from contextualized tasks. Adopting a combined method of instructional design text analysis and simulated teaching classroom observation, this study identifies four prevalent types of misconceptions in pre-service teachers’ classroom questioning design. Drawing upon the intrinsic principles of Chinese language teaching and the design characteristics of pre-service teachers, the paper proposes optimization strategies from four dimensions: competency-oriented objective guidance, construction of a coherent question system, optimization of questioning levels, and integration of contextualized tasks, with the aim of providing references for enhancing pre-service teachers’ competence in classroom questioning design and implementing the educational goals of Chinese language core competencies.