Action Research On High School English Reading Problem Chain Teaching To Promote Deep Learning

Since the promulgation of The English Curriculum Standards for Senior High Schools(2017),more and more attention has been paid to the cultivation of students’ higher-order thinking,such as logic,critical attitude and innovation.The implementation of the teaching concept of deep learning in English reading teaching has become a key content of the current curriculum reform.However,the problems of "shallow teaching" and "shallow learning" are still prominent in the present reading teaching.Teachers pay too much attention to the explanation of vocabulary and syntax while ignoring the digging of the implied meaning of the reading text itself,which leads to the slow development of students’ deep thinking,which obviously does not meet the requirements of The Times for talent cultivation.Question chain can be used as both a reading strategy for students and a teaching method for teachers.It can not only guide students to output language knowledge in reading classroom teaching,but also stimulate students to think deeply.Therefore,with the help of questionnaire scale,interview outline,teaching log,SPSS26.0 and other tools,the author carried out a research on the teaching action of high school English reading question chain to promote deep learning.Based on Bloom’s cognitive goal classification theory and constructivism theory,56 students from Class 13,Grade 11 of a key senior high school in Liaocheng were studied in this study for nearly a semester."The problem of this action research based on Tang Hengjun chain teaching can promote the depth understanding" point of view,combining Pei Song published "problem chain teaching steps" orderly conducted three rounds of exploration research,answer the following three problems: first,in the high school English reading classroom teacher’s "teaching" and how the current situation of students’ "learning";Second,what are the problems of using problem chain teaching in high school English reading teaching and how to improve it.Thirdly,can the question chain teaching in high school English reading promote students to achieve deep learning.In this study,SPSS26.0 was used to conduct a descriptive analysis of the first and last two data obtained from the Current Situation Survey of Deep Learning in English Reading.According to the comparison results of the two descriptive analyses and the analysis results of teachers and students’ interviews,students’ learning changes were explained to verify that question-chain teaching can promote students’ deep learning.The results show that as a teaching method,problem chain can enhance students’ reading interest,improve their problem analysis ability and trigger deep thinking.As a reading strategy for students,it can help students grasp the context of the article,better enter the text,approach the author,get emotional experience,and achieve deep learning.Finally,the author reflects on the whole problem chain teaching action,discusses the limitations of this action research,summarizes the teaching enlightenment of the problem chain teaching.