Exploring the Design Strategy of English Reading Class Based on “Question Chain”

Abstract

In high school English reading teaching, teachers use questions to build scaffolding for students. Students read, think and self-assess with the help of questions. Therefore, the effectiveness of teacher question design plays an important role in improving students' English language core accomplishment. Teaching activities must be carried out in the form of questions. The quality of questions raised in the teaching process can help students clarify their thinking and directly affect the effect of classroom teaching. "Question chain" is based on students' cognitive level, combined with teaching objectives, in the teaching process to design moderate difficulty, interlocking questions, to help students establish diversified learning habits and thinking. A chain of problems is a series of coherent, hierarchical, logical, integral, progressive and interlocking problems. Question chain design can ensure the effectiveness of questions, provide paths and guarantees for the development of students' thinking quality, and provide methods and motivation for the improvement of teachers' professional quality. This paper focuses on the connotation and design principles of question chain teaching, and discusses the design strategies and principles of English reading class based on question chain based on the background of middle school students' English reading class.