An Action Research On Teacher’s Questioning In Senior High School English Reading Teaching From The Perspective Of Deep Learning

In the General Senior High School Curriculum Standards（2017 version）,the importance of deep learning has been further embodied.Therefore,how to cultivate students’ deep learning ability in teaching has become a hot topic.Relevant studies show that teachers’ effective questionings contribute to fostering students’ deep learning ability.Besides,the effectiveness of teachers’ questioning mainly relies on the classroom in English reading classes.Consequently,in order to investigate the teachers’ questioning in senior high school English reading teaching from the perspective of deep learning,the author adopts two-round action research to explore the following two research questions:1.What is the current situation of cultivating students’ deep learning through teacher’s questioning in senior high school English reading teaching?2.Whether the improvement of teachers’ questioning can efficiently enhance students’ deep learning in English reading teaching? If so,what are the effects?To answer research questions,questionnaire is firstly applied to analyze the current situation.Subsequently,the author conducts the action research to explore the effects of improved teachers’ questioning on students’ deep learning processes and learning outcomes.The major findings are as follows.At present,the teacher’s questions can basically cover the scope of deep learning,but the factual and closed questions are mostly provided.Therefore,the higher-order thinking and deep learning cannot be fully developed.In terms of the above situation,this study takes two rounds of action research to further improve teacher’s questioning to enhance students’ deep learning.Firstly,in terms of the learning processes,students’ classroom engagement increases in English reading classes.They are willing to participate in the class.Secondly,as for the learning outcomes,students’ high order thinking skills are enhanced and their text interpretation ability are improved.Finally,based on the findings,pedagogical suggestions are provided:（1）to interpret the text deeply and optimize the instructional design;（2）to put forward more open questions to give students more space for thinking;（3）to ask questions in accordance with students’ levels and existing knowledge.