A Study On The Application Of The "Question Chain" In English Reading Teaching In Junior High Schools

Reading is an important way to develop students’ thinking ability,stimulate students’ interest in reading and improve students’ reading comprehension ability.The English Curriculum Standards for Compulsory Teaching(2022 edition)regards the cultivation of thinking quality as one of the most important goals in junior high school English teaching.Theoretically,the cultivation of thinking ability has been paid more and more attention.On the contrary,reading teaching is still carried out in a traditional way in practical teaching.The problems are: student’s thinking time is insufficient,it is difficult to stimulate students’ interest in reading and reading comprehension ability cannot be improved.Questioning is the basis of the implementation of teaching activities.Effective questions play an increasingly important role in the thinking class.Therefore,it is imperative to explore effective questioning teaching in reading to improve student’s reading comprehension ability,thinking quality and reading interest.In order to explore the influence of “Question Chain” teaching on junior high school student’s English reading comprehension ability,thinking quality and reading interest,a threemonth experimental study was conducted based on Bloom’s educational objective taxonomy theory,problem continuum theory and constructivism learning theory by using questionnaires,tests and interviews.The study takes students in Jiaxing International Business District Middle Schools as research participates.The specific research questions are:(1)Whether “Question Chain” can improve student’s thinking quality;(2)Whether “Question Chain” can improve student’s reading comprehension ability;(3)Whether “Question Chain” can improve student’s interest in reading.After exploring the above three questions,the following research findings are obtained:Firstly,“Question Chain” is conducive to improving student’s thinking quality.Specifically:(1)After the experiment,there are significant differences between the experimental class and the control class in six dimensions of observation,comparison,analysis,inference,summary and evaluation of thinking quality;(2)After “Question Chain” teaching,students in the experimental class have improved their thinking quality in six dimensions of observation,comparison,analysis,inference,summary and evaluation.Among them,students’ thinking quality improved most significantly in the three dimensions of inference,summary and evaluation,followed by observation and analysis dimensions,and comparison dimension has the least improvement among the six dimensions.Secondly,“Question Chain” is conducive to improving student’s English reading comprehension ability.Specifically:(1)After the experiment,there are significant differences in reading comprehension abilities between the experimental class and the control class;(2)After“Question Chain” teaching,the reading comprehension abilities of students in experimental class improved and the correct rate of inference-related and summary-related questions increased obviously.Thirdly,“Question Chain” is conducive to improving student’s interest in reading.Specifically:(1)After the experiment,there are significant differences between experimental class and control class in reading interest;(2)After “Question Chain” teaching,student’s reading interest has been improved;(3)In the interview,most students said that they liked “Question Chain” class very much,and their interests in reading could be stimulated in “Question Chain”class.This study focuses on the influence of “Question Chain” on thinking quality,reading comprehension ability and reading interest of junior high school students,and analyzes the possible influencing factors,which has a positive guiding significance for the current English reading teaching.