Research on the Design of Question Chains in High School English Reading Teaching

Yin Chen

doi:10.54097/hhsa0012

Authors

Yin Chen

DOI:

https://doi.org/10.54097/hhsa0012

Keywords:

Question Chain, English Reading Teaching, Question Design

Abstract

The "High School English Curriculum Standards (2017 Edition, Revised in 2020)" has set forth new requirements for reading instruction, emphasizing that teachers should, on the basis of an in-depth study of reading texts, creatively select teaching methods and means to foster the development of students' core competencies in the English discipline. Question chains, as a tool to optimize the classroom questioning of English teachers, not only assist in enhancing the effectiveness of reading instruction and strengthening the two-way interaction between teachers and students but also guide students in gradually achieving deep reading and developing their thinking qualities. Currently, there are issues in the design of question chains in high school English reading instruction, such as neglecting student subjectivity, lacking hierarchical structure, and deviating from the text's topics. This research, combined with teaching examples, proposes strategies for the design of question chains from three aspects: 1. Enhancing the awareness of question chain design with a student-centered approach; 2. Enhancing the logical coherence of question chain design to achieve progressive development; 3. Enhancing the topicality of question chain design to closely align with the text's themes. The research analyzes and discusses the application of question chains in high school English reading instruction to improve its effectiveness.

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