| English reading is an essential part in English learning.According to the National English Curriculum Standard（2017）,it requires that English teachers conduct careful text interpretation and analysis of reading texts in the “ what,how,and why” aspects,then design activities based on text analysis from different levels.Reading questions are the basic reading activities,and play a vital role in English reading class.Teachers designing question chain in a hierarchical and logical way can guide students from surface reading to deep reading.Therefore,in senior high school English reading teaching,it is urgent to adopt an effective teaching method that can integrate text analysis with question design to improve students’ reading performance,reading interest and class engagement.In 2011,Pei Song put forward a question chain reading teaching model which aimed to improve students’ reading comprehension.This model contains three steps:clear the text clue,lay out the concept map and set question chain in the stage of teaching plan preparation,and these steps are reversed in the classroom teaching stage.It integrates text clue and question setting to help students’ reading comprehension.Relevant research have proved that the question chain model can improve students’ reading interest,classroom engagement and their reading performance.The study took scaffolding theory and problem continuum theory as its basis.It carried out a more detailed explanation and discussion on text analysis and question chain.Meanwhile,it enriched the question chain model into a more systematical reading teaching model.It applied the three dimensions of text analysis and view of English learning activities to the steps of “clear the text clue” and “set question chain”based on the National English Curriculum Standard（2017）.This study was accomplished by applying the text-analysis based question chain model to English reading in No2.Middle School Affiliated to Qinghai Normal University.46 students respectively in Senior Class One and Two were chosen as the research subjects randomly.The established method was remained in Class Two,and a four-month text-analysis based question chain model was adopted in Class One in order to figure out the following research questions:（1）What is the current situation about the text analysis based question chain in the English class in No2.Middle School Affiliated to Qinghai Normal University?（2）Can this model improve students’ reading habits,and promote their reading comprehension from learning and understanding level to high-level of application and practice,and migration and creation of text knowledge?（3）What are the impacts of the text analysis based question chain model on students’ reading performance?The current research adopted quantitative research tools as questionnaires and tests,and qualitative instrument like interviews.The collected data were analyzed through the SPSS.26.0.The records of interviews were decoded into word-form and analyzed.The research results indicated that:（1）Before the experiment,the English teachers seldom did text analysis during the reading teaching preparation process.Students were in a long term period of surface reading comprehension,and reading performance was relative low.（2）When the experiment ended,the students achieved deep reading experience.The reading performance of most students in EC has improved.（3）After the experiment,students shared in their interviews that the text-analysis based question chain model greatly stimulated their reading interest and class engagement.The research findings shown the feasibility and effectiveness of the text-analysis based question chain model in senior high school English reading teaching.The research findings have certain implications on English reading teaching.However,due to factors like small number of experiment samples and short research time,there were some shortcomings in the research.Therefore,some suggestions for future research were given to avoid the defects in this research. |
PDF Full Text Request