| Deep learning is the basic way for China to promote curriculum reform and cultivate the core competence of all various subjects.Previous research on high school English classroom teaching has shown that effective teacher questioning and interaction are important channels to cultivate students’ deep learning ability.However,in the deep learning-oriented high schools English reading teaching,there are still some problems in teacher questioning.In order to effectively promote students’ deep learning,it is necessary to analyze the characteristics of teacher questioning and improve the current situation of teacher questioning.In view of this,this article starts from teacher questioning in high school English reading class and takes four teaching classes in a High School in Chengdu,which is carrying out the practice of deep learning theory,as the research object.Based on the relevant data collected through classroom observation,questionnaire and interview,the following three questions are explored:(1)What are the characteristics of deep learning-oriented teacher questioning in high school English reading class?(2)What impact does deep learning-oriented teacher questioning in high school English reading class have on students’ learning?(3)How do teachers use questioning strategies in high school English reading classes to promote students’ deep learning?After quantitative and qualitative analysis of the research data,the study found that the characteristics of deep learning-oriented teacher questioning in high school English reading class include: the number of question types used by teachers is uneven,and the number of high-order thinking questions for students is insufficient;The number of questioning strategies adopted by teachers is inconsistent with the number of all questions raised in class;The positive feedback are mainly provided by teachers,but the feedback form is mostly simple praise.In addition,deep learning-oriented teacher questioning in high school English reading classes can promote students’ learning,which is specifically reflected in the fact that most students have a positive attitude towards teacher questioning.More than 50% students like their teachers’ way of questioning and think positive impacts on their study are exerted by teacher questioning.More than 80% students hold that teacher questioning can stimulate them to think more deeply,and every student expects teacher to provide detailed and analytical feedback of their answers.According to the fully researched results,this study puts forward the following 6suggestions on how teachers can use questioning strategies to promote students’ deep learning in high school English reading classes:(1)Teachers are supposed to design more higher-order questions according to students’ Zone of Proximal Development to cultivate students’ higher-order thinking ability.(2)Teachers should ask more open questions to stimulate students’ curiosity and thirst for knowledge and form critical thinking.(3)Teachers should encourage students to answer questions by giving priority to positive,detailed and analytical feedback when providing feedback to students.(4)Teachers should skillfully use question chains to stimulate students’ thinking,guide students to analyze step by step,and shape logical thinking.(5)Teachers can check students’ understanding by asking detailed questions,and at the same time help students think more deeply about questions.(6)Teachers ought to adopt various questioning strategies flexibly to further mobilize the enthusiasm of students to participate in the interaction,and deeply integrate into the classroom. |
