An Experimental Research On Junior High School English Reading Teaching Based On “Problem Chain” Mode

Classroom questioning is a key factor affecting the teaching efficiency of reading class.However,at present,there are still some problems left to be solved in junior high school English reading class,such as: The teacher's questions are arbitrary and inefficient,lacking logical connection;Students are lacking motivation,interest and class participation.In order to explore effective methods to solve such problems,this study tries to introduce the “problem chain” reading teaching mode into junior high school English reading class.“Problem chain” is a newly emerging teaching method and learning tool.It is characterized by the close connection of problems and the interlocking of teaching steps.Taking 121 students from two classes of grade 9 in Huangzhou Siyuan School as the research subjects,this study combines the quantitative and qualitative experimental researches together by means of literature review,questionnaire survey,interview and experimental method.The purpose of this experiment is to test whether the “problem chain” teaching mode can help improve the teaching efficiency of English reading in junior high school,whether it can improve the participation of students in class and how it affects teachers' questioning.The comparison of pre-test results and post-test results between the experimental class and the control class can verify whether the “problem chain” teaching mode is helpful to the improvement of students' reading comprehension;The questionnaire survey in the early stage of the experiment and that in the later stage can reflect the change of students' participation in English reading class and how the “problem chain” teaching mode affects teachers' questioning;The interview can test the views of students from different reading levels on “problem chain” teaching mode.By analyzing and summarizing the experimental data,the following major findings are drawn:1.The “problem chain” guides the students to think positively and go deeply into the text through a set of systematic and interrelated problems,which improves the logic and hierarchy of students' thinking;2.The “problem chain” mode gives the class an explicit mainline,a clear structure and logical hierarchy,which gets more students involved in the reading process;3.The “problem chain” mode optimizes the structure of teacher's questioning.The traditional low thinking level questioning way can be transferred into a more scientific questioning way with a reasonable proportion of low and high thinking level questions.Based on the above findings,the author believes that applying the “problem chain” teaching mode to English reading class in junior high school is beneficial.The author has the following suggestions for the specific implementation process:1.Set the questions carefully and make the questions into a logic chain.2.Make sure the designed questions are close to students' real life.Teachers should create appropriate situations through questions for students.3.Attach importance to the effective interaction between teachers and students.Teachers should guide the students progressively.