A Study On Teacher Questioning To Promote Deep Learning In High School English Reading Classes

National English Curriculum Standards for Senior High School(2017 Edition 2020Revision)mentions the importance of fostering students into well-rounded individuals with correct values.Teacher questioning,as one of the most common teacher talk,has a significant impact on students’ overall development.Therefore,efficiently utilizing teacher questioning to facilitate students’ deep learning and help them gain cognitive development,and skill enhancement is a matter worth considering.Guiding students into deep learning can fulfill the fundamental mission of education and cultivate high-quality talents for the new era.In light of this,this research employs a qualitative analysis tool,Nvivo11,to examine teacher questioning in high school English reading classes.And the research focuses on the three components of teacher questioning,namely,the presentation of questions,the acquisition of answers and the response to answers,and then selects observation points from them to explore ways to utilize teacher questioning to help students achieve deep learning.The research aims to answer the following two questions:(1)What are the features and differences of teacher questioning among different high school English reading classes based on the same text?(question type,question strategy,the way questions are answered,the way of giving feedback)(2)Do these differences in teacher questioning lead to different effects on students’ deep learning? If so,what are the features of teacher questioning that can lead students to deep learning?The study selects 12 ministerial-level excellent high school English reading teaching videos from the National Public Service Platform for Educational Resources as research subjects.Firstly,this study analyzes and summarizes relevant literature,and identifies observation points for teacher questioning in the context of deep learning.Then,based on the Bloom’s taxonomy of educational objectives in the cognitive domain and SOLO taxonomy,the framework for observing teacher questioning in the context of deep learning can be constructed.This framework consists of four major dimensions: question type,question strategy,the way questions are answered and the way of giving feedback,as well as 26 specific observation points.The question type and question strategy dimensions belong to the presentation of questions,the way questions are answered dimension belongs to the acquisition of answers and the way of giving feedback dimension belongs to the response to answers.Second,in order to evaluate the effectiveness of the teacher’s questions,students’ answers to the teacher’s questions are also observed and recorded,where the students’ learning level is measured according to the cognitive level and thinking level demonstrated by their answers.After the framework is established,the 12 teaching videos can be transcribed and coded by using Nvivo 11 based on the observation framework.The coded results can be statistically analyzed and compared,and the conclusions can be drawn through a combination of the analysis of the transcribed text and observation of the video lessons.The research results indicate that:(1)the application questions,analytical questions,evaluation questions,and creative questions are more likely to guide students into deep learning,as these types of questions belong to high cognitive level questions that require students to use high-level cognitive abilities and high-level thinking abilities.(2)teachers who use questioning strategies are more likely to trigger students’ deep learning.For example,rephrasing,simplification,and decomposition can make high cognitive level questions easier for students to understand,chaining can encourage students to integrate information,discover patterns,and probing can encourage students to reflect and get deeper answers.(3)inviting more different students to answer high cognitive level questions results in more creative answers and thus influences more students into deep learning.(4)positive feedback can promote a good classroom atmosphere and encourage more students to answer high cognitive level questions,thus enabling more students to achieve deep learning.Based on the research results,this study proposes the following suggestions for high school English reading classes aimed at promoting deep learning: engaging in a thorough exploration of the text’s connotation,drawing connections to students’ personal experiences while remaining mindful of teaching objectives;designing questions in advance,ensuring an appropriate balance of high-level cognitive inquiries,and using effective teaching strategies;fostering teacher-student interaction,providing targeted feedback to cultivate an activated and confident classroom atmosphere.