A Study On The Teacher’s Question Designing To Promote The Students’ Critical Reading Abilities In Junior High Schools

With the advancing of English curriculum reform,as long as the significance of thinking quality becoming progressively noteworthy,it has become the focus among junior high school English teachers that how to develop the critical reading abilities of students.Increasingly numbers of those teachers consciously start to lead students to read critically upon passages throughout the process of tutoring.Nevertheless,the practical results are not all roses.Through observation toward real classroom teaching,the writer discovered that one of the vital reasons to the mentioned unsatisfactory is the lack of efficient strategic guidance.Many teachers limit their question designs within the superficial information of the passage,which could be a drawback.They take memorizing the points as the means of language skill internalization.Without turning the superficial thoughts to profound ones,the enhancement of junior highs’ critical reading abilit ies can be seriously curbed.The writer referred to and analyzed the connotation and strategy of critical reading at home and abroad,so long as the research on that of question designs.In this way,adopting the theory of deep learning and social constructivism as the theoretical support for this research,and further explained the necessity and scheme of teachers’ critical reading question design academically.Selecting one class of Grade nine in the writer’s school as the study project,through the methods of questionnaires,interviews,class observations,tests and data analysis etc.,the writer designed a particularized proposal.The four-month long study on critical reading teaching went on three rounds,aiming at making clear of three questions:What is the status quo of junior highs critical English reading capabilities presently?What is the approach of question design toward up-leveling this capabilities? Could valid question design elevate their capabilities?In the process of the three-round study,the writer has gradually amended the question design strategy though the combinat ion of class observation and students interviews.Comparing the tests results of reading abilit ies and questionnaires before and after the study action,it was indicated by the SPSS data analysis that,in reading teaching,the rat ional design of display questions,referential questions and assessment questions could powerfully step up students’ critical reading abilities,that further uplifting their language abilit ies,culture consciousness,thinking quality and learning capabilit ies.The action study has proved that,the main strategy of enhancing junior highs’ critical English reading abilit ies is to create a democratic and harmonic class atmosphere,which offers the possibility for the enhancement.Additionally,lay emphasis on the design of question chain,a nd enhance the deep comprehension of the text.Moreover,create proper context for questioning in order to activate the students’ consciousness and promote the critical reading abilities through problem solving.Finally,designing the questions in concern with the whole context,and achieve the deep comprehension through the posing of questions.