A Study On Effective Questioning In Senior High English Reading Class

At present,there are still some problems in English reading teaching in senior high school,such as focusing on teaching while ignoring interaction,focusing on knowledge while ignoring ability.Many teachers and researchers try to solve these problems by way of the student-centered approach or enhancing the interaction between teachers and students through questions,etc.However,due to the lack of effective design of questions,the quality of questions is not high and the results of questions are not achieved.Based on these,this study intends to answer the following three questions under the guidance of interaction theory and Bloom's taxonomy of educational objectives:(1)In what way does effective questioning affect the English reading ability of students in senior high school?(2)In what way does effective questioning affect the critical thinking of high school students?(3)In what way does effective questioning enhance high school students' reading interest and reading confidence?According to interaction theory,people influence each other through interaction,and the result of interaction will produce leveling effect.And effective questioning is one of the ideal forms of this interaction.By designing high-quality and open questions,teachers stimulate and encourage students to think,which is conducive to the development of students' thinking and the improvement of their critical thinking ability.At the same time,effective questioning can provide “comprehensible input”.When “communication barrier” occurs,“modified questioning” arises at the right moment to promote students' understanding,making the interaction go on and achieving “comprehensible output”.This is consistent with Bloom's classification of educational objectives.Bloom divided people's cognitive level into six levels.To realize students' high-level cognition,effective questioning is also an effective way.In the process of senior high English reading teaching,teachers constantly design effective questions to guide students to think positively,and at the same time,students' thinking ability is exercised and improved.With the continuous deepening of questioning,students' interest and confidence in reading will be continuously enhanced.Under the effect of leveling effect,the level of students is constantly pulled up,gradually approaching the teacher.At the same time,with the improvement ofstudents' thinking ability and the enhancement of their reading interest,the teaching effect of English reading class in senior high school will be continuously improved.At the same time,under the guidance of the above theories,in order to further clarify the connotation and specific implementation strategies of effective questioning,this paper discusses in detail the “three principles of effective questioning”,namely the principles of questioning creatively,the principles of questioning encouragingly and the principles of questioning appropriately.At the same time,the paper designs the five steps of effective questioning” which can be used for the English reading teaching in senior high school,so as to apply the effective questioning to every link of reading teaching,stimulating students' thinking,enhancing students' interest and improving the effect of English reading teaching.In order to verify the effectiveness of effective questioning in English reading teaching in senior high school,the author of this paper carries out a 17-week comparative teaching experiment with two parallel classes in Grade 12 of No.1Senior High School in Xinyang.Class 14 is regarded as the experimental class where the effective questioning is applied,while Class 24 is the control class and traditional teaching method is adopted.In this study,the data from reading tests,questionnaire survey and random interview are statistically analyzed by the software EXCEL and SPSS20.0.The experiment results show that the post-test scores of the students in EC are significantly higher than those in the pre-test(p=0.041).In addition,the scores of critical thinking in EC is higher than those in CC,which indicates that students' critical thinking level has been improved(p=0.016).Twenty three of the thirty randomly selected student say that their interest and confidence in reading increased significantly.The research findings are as follows: Firstly,effective questioning can effectively improve the English reading ability of senior high school students;Secondly,effective questioning enhances students' critical thinking and helps them form good reading strategies and habits to some extent.Thirdly,effective questioning can enhance high school students' reading interest and reading confidence.