Connotations and Strategies of the “Chain of Questions” in High School English Reading Instruction from the Perspective of Deep Learning

Abstract

Currently, a number of issues persist within the process of high school English reading instruction. Certain teachers concentrate solely on imparting fragmented linguistic knowledge, neglecting the cultivation of students’ thinking skills and the promotion of deep learning. However, deep learning offers a novel perspective for high school English reading pedagogy. The design and execution of the “question chain” present an innovative approach to facilitating deep learning in high school English reading instruction. Distinguished from the conventional, formulaic reading teaching methodology, the “question chain” guides students to engage in in-depth textual processing, characterized by its targeted, hierarchical, and logical nature, thereby fostering profound comprehension and deep learning outcomes. This paper endeavors to analyze the connotations of deep learning, elucidate the implications of the “question chain”, and investigate specific design strategies for the “question chain” within the context of high school English reading instruction.