An Action Research On The Application Of "Question Chain" Teaching Model To The Ninth Grade English Reading

The new curriculum reform is in full swing,and scholars are still paying more attention to English reading teaching.With the rise of the concept of subject core competence,the research on English reading teaching presents a trend of contention.However,in order to really improve students’ thinking quality,the effective implementation if it in classroom teaching cannot be neglected.As a necessary means of classroom teaching,questioning can not only enliven the atmosphere,but also effectively stimulate students to carry out positive thinking activities in teaching.In addition,through a series of questions from shallow to deep,students can also be promoted to deeply understand the text they have learned.Therefore,it is more and more necessary to use the question chain teaching model in English reading teaching.In view of the effect of the question chain teaching model in the classroom,this paper puts forward three research questions:(1)How to cultivate students’ thinking quality when the question chain teaching model is applied to the ninth-grade English reading teaching?(2)How can the question chain teaching model be applied to the ninth grade English reading teaching to improve students’ performance?(3)In the future teaching,do students have a positive attitude towards applying the question chain teaching model to reading teaching?In order to detect the research questions above,the author selected the students of Class2,Grade 9 of SW Junior School from Anshan City in Liaoning Province as research participants.Test papers,classroom observations,interviews and students’ reflective learning journals were used as research tools.Then,in the process of action research,class observations are used to prove whether the model has a positive impact on students’ thinking quality in English reading teaching.At the same time,pretest,mid-test and post-test are used in the class to study whether the model can improve students’ reading comprehension performance.In addition,through interviews and students’ reflective learning journals,the real mental experience of students when using the question chain teaching model are further explored.Through the observation,quantitative analysis of test papers and qualitative analysis of students’ reflective learning journals,the following research results are found: Question chain teaching model can promote students’ thinking quality in English reading.At the same time,the question chain teaching model is also conducive to improving students’ advanced thinking ability.In addition,the question chain teaching model is also helpful to promote students’ reading interest and obtain a sense of achievement.Although there are some unavoidable shortcomings in the process of this action research process,the author still hopes that this research can provide implication for teachers on how to create thinking-oriented classes.