A Study On The Effectiveness Of Questioning In English Reading Teaching In Junior Middle School Under The Goal Of Core Literacy

With the gradual promotion of the new curriculum reform,the Ministry of Education formulated and promulgated the new English Curriculum Standards for Ordinary Senior High Schools in 2017,which clearly defines the effective implementation of the cultivation of students’ core literacy.Reading teaching is one of the early high school section of the lesson focus of English teaching model,for the cultivation of the core literacy and plays an important role,and classroom questioning as an important teaching of junior middle school English reading class,the effectiveness of classroom questioning about the effect of junior high school English reading teaching,is to measure students’ English discipline core literacy standards.Therefore,it is of great significance to improve the effectiveness of questioning in junior middle school English reading class in cultivating students’ core literacy of English subject.This research adopts the method of questionnaire survey,classroom observation and interview.In conclusion,there are the following problems in the cultivation of the core literacy of English in junior middle school reading class questioning: First,English teachers pay too much attention to the cultivation of language ability while gradually weakening the cultivation of cultural awareness.The cultivation of thinking quality and learning ability also needs to be strengthened;Secondly,the questions in English reading class cannot be designed at different levels from shallow to deep,that is,most of the teachers’ questions in class are of low difficulty and cannot be asked step by step according to the logical order of the textbook content.Thirdly,English reading class questions lack of students’ feedback and fail to fully mobilize students’ enthusiasm and initiative.Moreover,it cannot cultivate students’ ability of independent learning,cooperation,independent thinking,language expression and cross-cultural awareness,which is not conducive to the implementation of the core literacy of English.Finally,questioning in English reading class neglects the cultivation of students’ cultural transmission and connotation.This study aimed at the problems existing in the present junior middle school English reading classroom questioning,put forward to promote the core literacy under the goal of the teaching of junior middle school English reading teaching classroom questioning Suggestions:first,from the perspective of cultivating the ability of language,English reading classroom questioning should be raise the overall difficulty of language at the same time to strengthen the cultivation of students’ language output ability;Secondly,from the perspective of cultural awareness cultivation,classroom questioning in English reading should guide students to explore the cultural connotation of reading materials.In addition,as a carrier of cultural transmission,classroom questioning should play its role of cultural transmission.Thirdly,from the perspective of the cultivation of thinking quality,teachers should ask more questions about higher-order thinking level and appropriately raise the thinking difficulty gradient.Fourthly,in the aspect of learning ability cultivation,questions in English reading class should stimulate students’ interest in learning and cultivate their independent learning ability.