A Survey On The Question Chain Design In Junior High School English Reading Teaching Based On The Cultivation Of Thinking Quality

The English Curriculum Standard for Compulsory Education(2022 version)clearly points out that the target of core literacy cultivation should be implemented,among which the cultivation of thinking quality plays a fundamental role in the cultivation of core literacy.In the last two years,experts and scholars have paid more attention to the cultivation of thinking quality,advocating that thinking should run through the classroom teaching and it should be more active during the whole teaching process.As an important part of English teaching,English reading teaching bears the important task of cultivating students’ thinking quality.And the question chain is an important starting point in the cultivation of thinking quality in reading teaching.However,English reading teaching still has the problems of surface,fragmentation and pattern,and the cultivation of thinking quality is missing.In view of this,the author takes students and English teachers from M Junior High School in Zhoukou as research participants to carry out the study,which is based on Bloom’s Taxonomy of Cognitive Objectives,Theory of Thinking-based Teaching and the Zone of Proximal Development.And through classroom observation,questionnaire survey and interview,the author makes a survey on the status quo of the design of junior high school English reading question chain based on the cultivation of thinking quality.This study mainly answers the following three questions:1.What is the status quo of the question chain design of junior high school English reading teaching based on the cultivation of thinking quality?2.What are the problems existing in the design of junior high school English reading teaching question chain based on the cultivation of thinking quality?3.What are the causes of the problems in the design of junior high school English reading teaching question chain based on the cultivation of thinking quality?Through data collection and analysis,the author reaches the following conclusions:Firstly,teachers have strong awareness of question chain design,but there are deficiencies in the content and implementation of question chain design.Secondly,the problems of question chain design mainly include too many low-order questions of design content,few thinking scaffolding,low slope of thinking quality cultivation in question chain design content;single design type and perspectives,poor breadth of thinking quality cultivation;lack of systematic and relevant design,insufficient depth of thinking quality cultivation and less critical and creative thinking cultivating,unbalanced proportion of thinking quality cultivation.In the process of question chain design implementation,there is a lack of visual presentation,short waiting time,few effective feedback from teachers and low participation of students in question chain.Thirdly,the causes of problems in question chain design include subjective and objective aspects.Subjective aspects: teachers do not have a thorough understanding of the core concepts of the subject;Teachers’ teaching concept is not advanced enough and teaching method is not flexible enough;teachers’ teaching self-reflection is not enough.Objective aspects: the overall level of thinking quality of junior high school students is low,and students are afraid of difficulties;English reading teaching time is limited and tight;the channels for teachers’ teaching improvement are few,and the subject professional guidance is lacking.Finally,the author puts forward relevant teaching suggestions in view of the causes of the problems in question chain design,in order to provide an effective reference for improving the status quo of English reading question chain design in junior high school based on the cultivation of thinking quality.