On The Effect Of Self-questioning Training In The Improvement Of Junior Students’ Reading Comprehension

Asking question is one of the methods of classroom teaching,but in the actual classroom teaching,most of the questions are proposed by teachers,it can not fully mobilize students’ learning autonomy,also won’t be able to achieve the best learning effect;the case of students independently propose questions in the process of reading is also rare.This paper studied the effects of self-questioning training on the improvement of reading comprehension for junior school students.In order to examine the effects of self-questioning strategy on improving reading comprehension,the author conducted an experiment to the junior students.The theoretical resources of the experiment stem from the active processing theory,meta-cognitive theory and schema theory.This is a case study which was carried out among two parallel classes of Junior one students at Xi’an Tieyi Binhe Middle School.One class with 48 students which were taught by the researcher were assigned into the experiment group(EG),and another 50 students which were taught by the instructor of the researcher but observed by the researcher in the classroom were arranged into the control group(CG).The research methods applied in this study includes questionnaire,pretest-posttest design,classroom observation,self-reflection report and interview.Only the students in the experimental group were required to conduct questionnaires,self-reflection reports and interviews.The students in the EG accepted the self-questioning training,while students in the CG were in the no intervention condition.The EG and CG took the same pretest and posttest and their performance were compared.The results of the experiment revealed that self-questioning training group performed somewhat better than the traditional teaching group on the later comprehension test.The use of this kind of reading strategy appears to enhance learning from the reading by improving reading comprehension proficiency.What’s more,by raising questions,there was a positive correlation occurred between students’ reading comprehension and their questioning ability,and the improvement of the ability to ask questions is one of the powerful basis for the improvement of reading comprehension.In addition,we also provide limitations of this research,directions for future research.Implications are drawn for the implementation of teaching practice for self-questioning activities with junior school students.