随着国内外阅读领域改革的推进，阅读策略教学成为阅读教学改革的必然趋势。然而，由于我国语文教学长期以教师提问为主导的教学模式以及教师缺乏对提问策略的了解、缺少对教学资源的探索，提问策略教学并不尽如人意。

本研究针对统编版小学语文教科书提问策略单元中出现的困境和问题，引入绘本这一优质教学资源，发挥其在提问策略教学方面的优势，对如何依托绘本资源开展提问策略单元教学展开研究，包括以下几个子问题：一为提问策略单元的教学现状；二为依托绘本资源开展提问策略单元教学的合理性和适切性；三为依托绘本资源开展提问策略单元教学的实施路径。

本研究采用行动研究的取向，研究者和一线教师合作进行教学设计、教学实施、教学反思，基于教材又超越教材，着眼于提问策略单元的设计意图和学生的长远发展，将教学分为三个阶段：第一阶段主要关注提出问题层面，利用绘本《安的种子》引导学生从多角度提出问题，小组合作分析、筛选出有价值的问题；第二阶段主要关注分析问题层面，利用绘本《神奇飞书》引导学生提出有价值的问题，在交流辩论中明确“有价值的问题”的特点和判断标准；第三阶段主要关注解决问题层面，利用绘本《盘中餐》，引导学生积极、主动、有意识地进行提问策略的迁移运用，运用多种方法解决问题，加深对绘本内容、主题的理解。

研究发现，经过三轮教学，学生基本习得提问策略，教师的提问策略教学能力得到了提高，除此之外，依托绘本资源开展提问策略单元教学还带来丰富的影响。基于行动研究中的反思和发现，得出结论：第一，开展提问策略单元教学的绘本有三个基本特征：适应学生兴趣与认知发展需求、具备文质兼美、意涵丰富的图文价值、具有与提问策略较高的适配性。第二，依托绘本资源开展提问策略单元教学的整体思路为：采用渗透式与专题式相结合的教学模式、形成嵌套复合的课堂结构、指向文本理解的系统化策略教学、推动提问策略运用范围由单篇走向整本。第三，依托绘本资源开展提问策略单元教学的教学方法有：营造交流氛围，激活提问热情；创设问题情境，助力问题生成；显化思维过程，提升思考水平；利用延迟判断，引导自我澄清。

最后，在依托绘本资源开展提问策略单元教学的研究过程中，生发出很多灵动的发现：对于“有价值的问题”的相对化理解；学生的批判性思维有了萌芽与发展；研究促进了合作教师专业化成长，这些成为本研究的意外惊喜和后续研究的生发点。

With the development of reading reform at home and abroad, reading strategy teaching has become an inevitable trend of reading teaching reform. However, the questioning strategy teaching is not satisfactory because of the teaching mode dominated by teachers' questioning for a long time and teachers' lack of understanding of questioning strategy and exploration of teaching resources.

In order to deal with the teaching difficulties and problems of questioning strategy unit of the unified edition of Chinese textbooks for primary schools, this study introduces picture books as a high quality teaching resource, which have advantages in questioning strategy teaching, discusses how to carry out the questioning strategy unit teaching based on picture books. It includes the following subquestions: Firstly, what is the teaching status of questioning strategy unit. Secondly, the reasonableness and appropriateness of carrying out the questioning strategy unit teaching based on picture books. Thirdly, the implementation path of carrying out the questioning strategy unit teaching based on picture books.

This research adopts the orientation of action research. Researcher and teacher cooperate in teaching design, teaching implementation and teaching reflection. Based on and beyond textbooks, focusing on the design intention of the questioning strategy unit and the long-term development of students, the teaching is divided into three stages: The first stage mainly focuses on asking questions, using the picture book "Seed of An" to guide students to ask questions from multiple angles, analysis and screen valuable questions through group cooperation. The second stage mainly focuses on analyzing questions, using the picture book "Magic Flying Book" to guide students to put forward valuable questions, clear the characteristics and judgment criteria of "valuable questions" in the discussion and debate. The third stage mainly focuses on solving questions, using the picture book "Chinese Food on a Plate" to guide students to transfer and apply questioning strategies actively, autonomously and consciously, to solve problems with a variety of methods, and to deepen their understanding of the content and theme of the picture book.

The research found that after three rounds of teaching, students have basically acquired the questioning strategy, and teachers' teaching ability of questioning strategy has been improved. In addition, carrying out the questioning strategy unit teaching based on picture books has also brought abundant influence. Based on the reflection and discovery in action research, the following conclusions are drawn: Firstly, picture books for the questioning strategy unit have three basic characteristics: adapt to students' interest and cognitive development needs, have both quality and beauty, with rich meaning of graphic value, and have high adaptability to questioning strategy. Secondly, the overall idea of carrying out the questioning strategy unit teaching based on picture books is to adopt the teaching mode of combining infiltration and topic type, form a nested and compound classroom structure, systematic strategy teaching for text comprehension, and promote the application range of questioning strategies from a single chapter to the whole book. Thirdly, the teaching methods of carrying out the questioning strategy unit teaching based on picture books include: creating an atmosphere for communication and activating the enthusiasm for questioning, create problem situation, help problem generation, manifest the process of thinking and improve the level of thinking, use delayed judgment to guide self-clarification.

Finally, in the process of carrying out the questioning strategy unit teaching based on picture books, a lot of vivid discoveries were made: the relativistic understanding of "valuable questions", students' critical thinking has sprouted and developed, the cooperative teachers gained professional growth. These became the unexpected surprises of this study and will become the spawning points of the following research.