The Study Of Questioning In Senior High School English Reading Class Based On Core Literacy

In recent years,the implementation of students’ quality education has made the cultivation of core literacy become one of the main goals of English teaching.Although the overall planning framework of core competence literacy education for middle school students in the process of their physical and mental growth has gradually improved,the exploration of ways to truly realize the implementation of students’ core cultural literacy in English education has not received enough attention.In fact,reading teaching is still a key to how to cultivate a student’s high school English language basic knowledge application skills,logical thinking and expression ability,as well as students’ cross-cultural learning consciousness.It is the primary course that can create the core literacy and the connotation of subject curriculum design.Therefore,this research is based on English reading classroom teaching to explore how to better implement students’ core reading literacy.However,at present,the problems in senior high school English reading class still focus on consolidating English vocabulary,sentence patterns and other basic language abilities.The teaching effect of cultivating students’ core literacy is not satisfactory,and the questioning methods need to be improved.In order to help students grow in an all-round way and promote teachers to achieve the lofty professional mission of cultivating talents,teachers must explore more diversified and efficient classroom questioning methods around the core literacy,screen and eliminate the types of questions that are used to,make the teaching content more comprehensive and keep pace with the times,and optimize the content and methods of classroom questioning.This study attempts to explore ways to change the current situation of senior high school English classroom questioning.Firstly,by combing the relevant concepts of core literacy and analyzing the current situation of English reading classroom questioning,combined with the existing research on classroom questioning methods,and then taking Emei No.2Middle School in Leshan City,Sichuan Province as an example,this paper explores the practice of English reading classroom questioning based on core literacy This paper aims to solve the following problems: what are the main problems in the questioning strategies adopted by English teachers in senior high school English reading class?What are the main factors that affect teachers’ use of questioning strategies in English reading class? How to improve the classroom’s ways of questioning to improve the efficiency of English reading class?Based on the input hypothesis theory,behaviorism psychology theory and effective teaching theory,19 teachers and 296 students from Emei No.2 Middle School in Leshan City were selected as the main objects of this study.In order to avoid the singleness of research methods,based on reading a large number of literature,this study adopts the combination of questionnaire survey and classroom observation.The purpose of the questionnaire survey is to find out the problems existing in teachers’ use of questioning strategies in senior high school English reading teaching from the perspective of teachers and students respectively;the interview method mainly investigates teachers’ understanding and practical application of questioning strategies;the purpose of classroom observation is to use the classroom observation scale to record teachers’ application characteristics in the actual teaching process and students’ actual reactions.After a four-month study,based on data analysis,the research results show that the core literacy based questioning strategy in English reading class has the following problems: firstly,the proportion of questions aimed at cultivating cultural awareness and character is small,and most of the questions used by teachers in reading class can not cultivate students’ cultural character and consciousness.Through multidimensional,students can deeply understand the rich and colorful historical and cultural connotations of various countries,which also plays an important role in the cultivation of students’ own cultural and moral character.Second,the proportion of reference answer questions and display answer questions is out of balance,and display answer questions are usually used to guide students to actively participate In the constantly updated classroom atmosphere,reference answering questions are usually suitable for teachers to guide students to speak some unique structure and relatively high-level knowledge,and the appropriate proportion of reference answering questions and presentation questions is conducive to effectively improve students’ classroom efficiency;third,the waiting time for students to fully answer practical questions is too short,and students do not fully think Fourth,the relevance between the questions in the reading class is weak,and there is no virtuous circle between the questions raised by the teachers,which leads to the poor flow of the course and the disconnection of teaching links.This study analyzes the reasons for such problems:(1)underestimating students’ ability to "learn" and their ability to answer questions;(2)the training on core literacy is not systematic enough,and the training on the implementation of core literacy accounts for a low proportion in all training.Based on the previous research,the author explores the use of different classroom questioning strategies to increase classroom efficiency,and then implement the core quality of English and cultivate quality-oriented education talents.This study based on the core literacy of classroom questioning methods to draw some inspiration.The targeted solutions are as follows:first,teachers should learn advanced education concepts and improve their professional ability.Second,teachers should master the skills of lesson preparation based on core literacy,which is not only the preparation of language knowledge.Third,consider the emotional needs of students in class.Fourth,starting from the question setting itself,we should seek more efficient classroom questioning strategies,such as teachers’ adjustment of the proportion of reference questions and presentation questions,and the standardization and comprehensibility of classroom language used in questioning.