A Research On The Application Of Question Chain In English Reading Teaching In Senior High School From The Perspective Of Critical Thinking

Critical thinking ability is the essential quality and key ability of students’ development.However,in the current English classroom,"critical absence" is normal situation.Students show poor critical thinking awareness,reading comprehension ability,and their language organization lack of organization,logic and accuracy.Therefore,how to stimulate students’ critical thinking and improve their reading ability in English reading teaching is worth further exploration.The purpose of this study is to apply the question chain from the perspective of critical thinking to the practical teaching in senior high school English reading,explore its influence on the critical thinking skills and reading comprehension ability of high school English learners,and hope to improve the practical effect of high school English reading teaching.Based on constructivism learning theory,problem continuum theory and Bloom educational goal taxonomy,this study takes 100 students from two parallel classes in Grade One of T Senior High School in X as the research objects.This four-month study aims to explore the influence of question chain teaching on critical thinking skills and reading comprehension.This study includes the following two research questions :(1)What is the impact of question chain teaching in the perspective of critical thinking on senior high school English learners’ critical thinking skills ? This question consists of five sub-questions,namely,what is the impact of question chain teaching in the perspective of critical thinking on senior high school English learners’ ability of interpretation,analysis,evaluation,inference and explanation?(2)What is the impact of question chain teaching in the perspective of critical thinking on senior high school English learners’ reading comprehension ability ? This question consists of four sub-questions,namely,what is the impact of question chain teaching in the perspective of critical thinking on senior high school English learners’ ability to extract details,guess the meaning of words,reason and judge and generalize?According to the research questions in this study,the research methods include educational experiment,test and interview.The critical thinking skills test and interview outline are used to collect the changes on senior high school English learners’ critical thinking skills,and the reading test and interview outline are used to collect the changes on senior high school English learners’ reading comprehension ability.After a four-month experiment,this research has the following results: First,the question chain in the perspective of critical thinking ability can effectively improve learners’ critical thinking skills.There is a significant difference between the pre-test and post-test scores of five sub-skills of critical thinking in the experimental class after the question chain teaching from the perspective of critical thinking ability.Compared with the subjects in the control class,the interpretation,analysis, evaluation,inference and explanation of the subjects in the experimental class have been greatly enhanced.Second,the question chain in the perspective of critical thinking ability can effectively improve learners’ reading comprehension ability.There is a significant difference between the pre-test and post-test scores of four sub-skills of reading comprehension ability in the experimental class after the question chain teaching from the perspective of critical thinking ability.Compared with the subjects in the control class,the subjects’ ability to extract details,guess the meaning of words,reason and judge and generalize in the experimental class have been greatly enhanced.To the cultivation of learners’ critical thinking ability in question chain teaching in senior high school English,the researcher put forward the following two suggestions.In terms of teaching design,teachers are expected to make in-depth interpretation of texts;pay attention to students’ differences;grasp the hierarchy of thinking,and ask some questions about real life.In terms of teaching implementation: teachers are expected to control time between questions and highlight the students’ dominant position.