A Research On The Application Of Questioning Strategy In Senior High School English Reading Class

Classroom questioning is the most common teaching strategy for English teachers,and it is also an important means of information exchange and classroom regulation in English classroom teaching.English reading plays an important role in senior high school English language learning.In English reading class,the frequency of teacher’s questioning is very high,and it is directly related to the rhythm of classroom teaching.The use of questioning strategies is very necessary for reading class,and the effectiveness of classroom questioning directly affects the quality of teachers’ teaching and students’ understanding of the reading text.However,in the practical teaching of senior high school English reading class,English teachers have some misunderstandings and misconceptions about questioning strategies.Therefore,based on the theory of related classroom questioning strategy and Qu: Est effective questioning strategy put by the American scholar Marylou Dantonio and Paul C.Beisenherz,the author puts forward the following questions:1)Whether the application of Qu: Est questioning strategy in senior high school English reading class will improve students’ reading effect.2)How can Qu: Est questioning strategy be applied effectively in English reading class to promote the reading proficiency of senior high school students.This thesis mainly uses two kinds of research methods: Questionnaire and Experimental Method.The study was mainly from September 2017 to January 2018,with total four months.The author chose an experimental class of Taian No.1 Senior High School in Shandong province for action research.Before the experiment,the author knew about the English reading level of the class through the pre-test.In the experiment,the author used Qu: Est questioning mode to design teaching activities.After the experiment,the author selected the test material which has the similar difficulty as the pre-test to test the English reading achievements again.After the teaching experiment,the author has analyzed the questionnaire and the test achievements.The results are as follows: 1)Students’ interest in English reading had obviously improved.Through the comparison and analysis of two test achievements,the author finds that the average score of the experimental class was improved for 1.7points compared with the prior measured score.The results show that the application of Qu: Est classroom questioning strategy has a remarkable effect on the promotion of students’ interest in English reading and the improvement of their English reading ability.2)Through the research of teaching experiment,the author designed three reading activities to improve students’ reading comprehension ability according to Qu:Est classroom question strategy.