A Study On The Current Situation Of Question Chain Design In Senior High School English Reading Teaching From The Perspective Of Deep Learning

With the advancement of educational reform in the new era,subject core competencies have become the focus of new curriculum reform.As an important way of developing students’ subject core competencies,reading teaching can improve students’ skills in using basic English knowledge,enhance their logic thinking ability,and develop their awareness of cross-culture.However,nowadays,there exist some problems in senior high school English reading teaching,including the stereotype,the superficiality,and the fragmentation of teaching,which makes it difficult to complete the task of developing subject core competencies(Zhang Xianchen,2019).Question chain can drive students to think deeply and construct knowledge through a series of independent but associated questions,guiding students from the level of obtaining information to the level of evaluating texts and improving thinking ability,which is conducive to solving the problems in senior high school English reading teaching.Deep learning emphasizes critical understanding,stresses content integration,promotes knowledge construction and focuses on transfer and application,providing a new perspective for designing high-quality question chains to change the current situation of senior high school English reading teaching.Therefore,from the perspective of deep learning,the author analyzes the current situation of question chain design in senior high school English reading teaching,hoping to provide some preferences for improving the teaching quality in senior high school English reading teaching.The following three issues are discussed in this study:1.What are the attitudes of senior high school English teachers towards question chain design?2 What are the problems of the question chain design in senior high school English reading teaching based on deep learning?3.What are the main factors affecting senior high school English teachers’ question chain design?This thesis takes 169 students and 4 English teachers in Senior One of X High School in Hanzhong City as the research objects,and adopts the method of classroom observation,questionnaires,and interviews.From the perspective of deep learning,this thesis aims to study the embodiment of question chains in English reading class in the five dimensions of association and structure,internalization and exchange,essence and variation,transfer and creation,and value and evaluation in order to know about the current situation of question chain design in senior high school English reading teaching,explore the factors affecting senior high school English teachers’ question chain design,find out existing problems and put forward countermeasures to solve problems.This study finds out teachers recognize the significance of question chain design in senior high school English reading teaching,but there are some difficulties in the design of high-quality question chains and the improvement of question chain design requires teachers’ long-term efforts.The question chain design in senior high school English reading teaching is not satisfying.The existing problems are fixed design method of question chains,questions with much difficulty,surface comprehension of texts,little possibility for cultivating high-level thinking ability.The factors affecting senior high school English teachers’ question chain design include students’ existing English level,teachers’ theoretical knowledge and teaching experience,and the teaching goals and the preparation time of reading texts.Based on the research findings and the data of students’ questionnaires and teachers’ interviews,this thesis puts forward several implications and suggestions for senior high school English teachers to carry out question chain design in reading teaching: First,teachers should take advantage of evaluation,competition and reflection to enrich the method of question chain design;secondly,they should consider students’ existing level and set the difficulty of questions reasonably;thirdly,they should analyze reading texts and dig out deep teaching objectives;fourthly,they should combine curriculum standard and textbooks,and study the strategies for cultivating high-level thinking ability.