An Action Research On Qu:Est Questioning Strategy In Junior High School English Reading Teaching

English Curriculum Standards for Compulsory Education(2022 Edition)emphasizes that in teaching English reading,teachers should design and ask questions at different levels of thinking.Through activities such as perception and observation,teachers can cultivate students’ interest in reading,guide them to think independently,improve their cognitive operations,help them gradually form their awareness and attitude towards questions,and ultimately improve their learning efficiency and their English reading performance.However,due to poor questioning methods and poor selection of question targets in reading teaching,students’ reading levels have not been improved very well.Therefore,the use of questioning strategies in junior high school English reading classrooms is extremely necessary.This study focuses on 40 students in Class 3,Grade 8 of a middle school in Rong Cheng City.By using questionnaires,interviews,and reading tests as research tools,this study carried out action research on the Qu: Est questioning strategy,aiming to improve the effectiveness of questioning in English reading classrooms,and mainly investigated the following three questions:1.How can teachers apply the Qu: Est questioning strategy to junior high school English reading teaching?2.What changes do students have in their attitude towards questioning in English reading classrooms after applying the Qu: Est questioning strategy?3.What is the impact of the Qu: Est questioning strategy on students’ English reading performance?After 17 weeks of action research,the author used SPSS 26.0 software for quantitative analysis of the questionnaires and reading tests,combined with qualitative analysis of interview results,and found that: 1.The Qu: Est questioning strategy can ensure its effectiveness when teachers implemented in the following three steps: Firstly,teachers should sort out the text of the article and propose core questions with cognitive operation verbs.Secondly,based on students’ answers to the questions,teachers should use their teaching wisdom to propose processing questions.Finally,teachers should again put forward core questions related to the recall,guiding students to connect with their own practical life and deepen their understanding of the main idea of the article.2.After applying the Qu: Est questioning strategy in junior high school English reading teaching,students in this class actively expressed their ideas in class and showed greater recognition of the Qu: Est questioning strategy.3.Through the comparison and analysis of three test performances,the author found that the reading performance of the post-test was improved by 3.65 points than that of the pre-test.Through action research,the author proposed the following suggestions for the application of the Qu: Est questioning strategy in junior high school English reading:(1)Effectively coordinate the teaching process;(2)Emphasize the position of students as the main body of learning;(3)Attach importance to the role of teacher-student dialogue;(4)Provide timely teaching feedback.