A Comparative Study Of Question Setting In English And Chinese Textbooks Of Jiangsu High School

Textbooks have played an extremely important role in the teaching system for a long time.The design and arrangement of questions in the textbook is one of the important elements of textbook compilation,and also carries the important value of developing students’ language and thinking skills.The problem setting in language textbooks is one of the most important components of language textbooks except texts,which can reflect the important value of language textbooks.The current situation of weak reading ability and thinking ability of high school students and the new requirements of the new curriculum reform for students show that the correct use of textbooks is particularly important.From the perspective of the proportion of content involved in the textbook,whether it is in English textbooks or Chinese textbooks,the largest proportion is the reading part.Therefore,reading problems have become one of the most concerned elements in the textbook.This study will conduct a comparative study on reading problems in Jiangsu high school English textbooks and Chinese textbooks,with a view to providing reference and inspiration for English teachers’ teaching,student learning and textbook adaptation.The research object of this study is Yilin Publishing University’s general high school curriculum standard experimental textbook "Oxford High School English" compulsory one and the People’s Education Edition of Jiangsu General High School Curriculum Standard Experimental Textbook Chinese compulsory one or two volumes.Use interviews and questionnaires to compare and analyze the number of questions,question types and classroom questions in Chinese textbooks and English textbooks,and use SPSS data analysis methods to test and analyze the data in order to find out the Chinese and English textbooks in the textbooks Design,especially the difference in problem distribution.The study found that the high school Chinese and English textbooks have similarities in the number of questions set in the prediction topic setting,and the difference in the question understanding the main relationships and other types of topics.At the same time,the effect of questioning in English classroom teaching is significantly lower than that in Chinese classroom teaching.Therefore,when actually asking questions,teachers should diversify and expand the questions according to the teaching content,guide students to discover and solve problems,use questions flexibly to activate students’ existing knowledge base and structure,and combine the characteristics of high school students’ English cognitive thinking.Based on the principles from easy to difficult,from shallow to deep,and advancing layer by layer to create conditions for them to successfully complete the learning task and set up problems.Help students connect the knowledge learned in the past with the knowledge newly learned,establish the connection between the preknowledge and the post-knowledge,grasp the correlation between the two knowledge,and fully grasp the knowledge points learned.