Study on Question Chains in Junior High English Teaching for Thinking Quality

Abstract

English is an important subject in junior high school education. With the continuous deepening of curriculum reform, higher and newer requirements are put forward for junior high school English teaching. That is, teachers should not only focus on the teaching of basic language knowledge, but also cultivate students' core literacy in English subject. The Compulsory Education English Curriculum Standard (2022 Edition) points out that the core literacy of students to be cultivated in English courses includes language ability, cultural awareness, thinking quality and learning ability. Among them, thinking quality refers to the individual characteristics of human thinking, which is reflected in the level of students' understanding, analysis, comparison, inference, evaluation, creation and other aspects. The improvement of thinking quality helps students learn to find, analyze and solve problems, and make correct value judgments on things. At present, it is very effective and feasible to ask questions of different depths and levels in the form of question chains in English classroom teaching to promote the improvement of thinking quality. However, in the actual English teaching process, there are still some problems worthy of discussion and improvement in the effective application of question chains. This paper will analyze teaching cases, put forward the problems of question chains in junior high school English classrooms and explore their solutions, so as to improve students' English thinking ability, enlighten students’ wisdom, improve students' comprehensive English level, expand students' cultural literacy, let students learn more official English knowledge, thus reducing the occurrence of “Chinglish” in their English learning, and lay a good foundation for long-term English learning in the future.