Research On The Application Of Question Chains In High School English Reading Teaching

English Curriculum Standard of Senior High School(2017 Edition 2020Revision)puts forward new requirements for reading teaching,emphasizing that teachers should creatively choose teaching means and methods on the basis of in-depth study of reading discourse so as to promote the development of students’ English core competences.As a tool for optimizing English teachers’ questioning in reading classes,question chains can not only help teachers to improve teaching effect and enhance mutual student-teacher interaction,but also guide students to gradually achieve deep reading and develop thinking capacity.However,at present,there are a few domestic scholars pay attention to question chains in English reading teaching,with lack of relevant research from the perspective of teachers’ practice.Therefore,it is of great theoretical and practical significance to investigate the application of question chains in high school English reading teaching.Firstly,by sorting,selecting and analyzing the relevant literature on question chains at home and abroad,this study constructs a research framework consisting of three dimensions: teachers’ cognition of question chains,teachers’ practice of applying question chain and factors which may influence teachers’ application of question chains;Then,based on the framework,a questionnaire is compiled to investigate 224 high school English teachers in different regions of China;Finally,along with the results of classroom observation and interview data,the current situation and influencing factors related with the application of question chains in high school English reading teaching are further discussed.The research results are as follows:(1)High school English teachers can basically apply question chains in reading teaching on an effective way;(2)High school English teachers have different emphasis on applying question chains in different reading teaching stages;(3)High school English teachers have good performance on the content of question chains,but they pay a little attention to the genre analysis;(4)High school English teachers have relatively best performance on the order of question chains,but they lack consideration on classroom situations;(5)High school English teachers have good performance on the level of question chains,but they are prone to ignore diversified student levels;(6)Teaching experience,teachers’ awareness and school support are the three main factors which influence the application of question chains in high school English reading teaching.Based on the research results,suggestions are given from four aspects: High school English teachers should update their concept of question design in reading classes and improve their awareness of applying question chains in teaching practice;Schools need to perfect the construction of question chain-relevant curriculum as well as improve teachers’ competence of classroom questioning;Online teaching case library of excellent question chains should be developed and digital English teaching and research resources should be exploited;Communication between experts from universities and high school English teachers should be strengthened and evaluation mechanism of the application of question chains should be established.