摘　要 现代教学理论明确指出，教学的最终目的并不在于问题得以解决，学生已经获得多少问题的结论，而是在获取结论的同时，能有新的发现，提出新的问题，带着新的发现、新的问题走出课堂，并进行探究解决，体现“大语文”教学观。学生探求知识的思维活动，由问题始，又在探究解决问题中得以发展。作为教师我们在教学中须切实重视学生问题意识的培养，让学生在探究中发现，在发现中创新，在创新中学习，使学生的素质得以全面发展。 由于问题意识与学生年龄、心理、受教育程度和教学模式、教育教学环境相关，本研究旨在从我国目前初中生的实际阅读状况出发，试图从课程资源开发与利用的角度来看待学生的问题意识，并结合自身的语文教学实践，以教学调查和教学实验为着力点，以心理学、教育学、建构主义理论、接受美学理论、对话理论等相关理论为依托构建问题意识培养的理论基础，同时，以初中生的心理发展特征为依据，通过问卷调查，数据处理，再结合课堂观察、师生访谈和相关文献综合分析，了解学生的问题意识现状，影响问题意识培养的因素，进而构建培养学生问题意识的策略，并通过一系列教学策略的实施，使学生从无疑到有疑，再从有疑到无疑，再产生新的疑问，让学生做到课始“带着问题走进课堂”，课末“带着问题走出课堂”，逐步形成敢问、乐问、善问、精问的习惯和能力，进而促进初中生良好问题意识的形成，改变语文教学中重视分析问题、解决问题，轻视发现问题、提出问题的状况，为培养语文学科创新意识的目标寻找突破口。并将其渗透于整个教学设计过程中，形成了基于问题意识培养的语文教学模式，改变了传统的仅靠几条教学策略来培养学生问题意识的方法，使得问题意识培养的教学更系统化科学化。改原来“一问一答”的教学模式为“互动——对话”的动态生成式教学模式，有效地提高课堂教学效果，激发学生的学习兴趣，调动学生的主动性，活跃课堂气氛，形成平等、融洽、和谐的师生关系，使学生逐渐形成“质疑问难”的良好习惯，从而培养学生的创新精神和实践能力。真正把语文学科素质教育目标落实到教学过程中，为学生良好语文素养与个性的形成、发展打下良好的基础。同时进一步通过实验研究求证了文本阅读中培养学生问题意识的策略、模式实施的可行性和有效性。一方面为我国目前教学中在这一领域中的研究提供一些借鉴，另一方面希望引起教育和教学工作者对学生问题意识这一有价值的课程资源给予高度的关注与重视。

ABSTRACT The modern teaching theory makes clear that the ultimate goal of teaching is not the problems were solved, by how many students have been problem conclusion, but the acquisition of the conclusion, but also can have the new findings, raise new problems, and, with the new findings, new problems out of the classroom, and explore solve, reflect "big Chinese" teaching concepts. Students knowledge thinking activity, beginning by problems, and exploring the problem to development. As teachers in teaching and shall we pay attention to the cultivation of students' problem consciousness, let the students study found that in the discovery in innovation, in innovation learning, make the student's quality can develop in an all-round way. Due to the problem consciousness and students the age, the psychological education degree, the education and teaching mode, teaching environment related, this study aims to set out actual reading status at present from our country junior middle school student, attempts from the development and utilization of curriculum resources in view of the students' question awareness, combined with their own teaching practice, to the teaching of survey and experiment as the focal point, in psychology, education, constructivist theory, the theory of reception aesthetics, the dialogue theory and other related theories rely on the construction of training question consciousness of theoretical foundation; at the same time, according to junior middle school students' psychological development characteristics as the basis, through the questionnaire survey, data processing, combine classroom observation, interview and literature analysis, understanding students problem consciousness cultivation of the awareness of problem situation, influencing factors, construction to cultivate students' consciousness of strategies, and through a series of teaching strategies, make students from no doubt to have doubt, from doubt to it, then generate new questions, let the students do the course was "problem into the classroom", at the end of class" with the questions out of the classroom", Gradually formed dare to ask, ask, ask good music and fine asked the habit and ability, and then promote the junior middle school language. The learning problem consciousness, changing the language teaching attaches importance to analyzing and solving a problem, finds the problem, put forward the problems ignored in Chinese subject, to cultivate innovative consciousness to the goal of finding a breakthrough. And its penetration in entire instructional design process, based on the formation of problem consciousness cultivation model of language teaching, Change the traditional only on a few of the teaching strategy to train the student's problem consciousness method, so that the cultivation of the awareness of problem teaching system become more scientific. Change the original " question and answer" teaching model for" interactive -- Dialogue" dynamic generation type teaching mode, Effectively improve the effect of classroom teaching, to stimulate students interest in learning, active classroom atmosphere, forming an equal, harmonious, harmonious teacher-student relationship, so that the student has gradually formed a " far " the good habits, to cultivate students' innovative spirit and practical ability. The real language discipline education quality goal to carry out the teaching process, This can lay a good foundation for students’ good Chinese accomplishment, personality formation and development. At the same time, further experiments to verify the feasibility and effectiveness of the mode of implementation in the text reading to cultivate students' consciousness of strategies. On one hand teaching in this field of research in our country can provide some references, on the other hand, hope to catch the educators’ eyes to give height attention in teaching of students' question consciousness of these valuable curriculum resources.