An Empirical Research On “Question Chain” In The Teaching Of English Reading In Senior High School

The English curriculum standard for senior high schools(2017)emphasizes the development of students’ English core literacy,including promoting the development of students’ thinking ability.At the same time,the new curriculum standard also points out that students can improve their thinking quality by analyzing and solving problems in different types of discourse situations based on their existing knowledge.At present,most teachers have realized the importance of high quality questions for classroom teaching,and some teachers have begun to try to introduce the “question chain” into English classroom.However,there are still some problems in the current teaching design of “question chain”,such as the lack of hierarchy between questions and the lack of depth in the design of “question chain” and so on.SOLO taxonomy is a qualitative evaluation method characterized by hierarchical description.The theory holds that the thinking structure of people when answering a specific question can be measured,and the development process of the thinking structure is carefully divided and described.This paper applies the “question chain"under the guidance of SOLO taxonomy to English Reading Teaching in senior high school.Based on SOLO taxonomy,constructivist theory and problem-based teaching mode,this paper makes an empirical study on the application of this teaching method in senior high school English reading,and collects experimental data by using research tools such as test and questionnaires.This experiment takes 116 students from two classes of Grade Two in Jiaocheng Middle School in Luliang City,Shanxi Province as the research subjects.There are 58 students in the experimental class and the control class respectively.The experiment lasts for four months.The experiment mainly discusses the following three questions:(1)What is the effect of the “question chain” based on SOLO taxonomy on student’English reading performance?(2)What is the effect of the “question chain” based on SOLO taxonomy on students’ thinking quality?(3)What is the effect of “question chain” based on SOLO taxonomy on students’ use of English reading strategies? After the experiment,the author uses SPSS software to compare and analyze the pre-test and post-test reading scores and thinking scores of the experimental class and the control class,and summarizes and arranges the questionnaire survey results.The results show that the “question chain” based on SOLO taxonomy has a positive impact on improving students’ English reading performance,thinking quality and reading strategies.The main manifestations are as follows:(1)In terms of English reading performance,the average post-test performance of students in the EC is significantly higher than that in the CC,and the SPSS data analysis shows that there are significant differences between the two classes.(2)In terms of thinking quality,the post-test scores of students in the EC were significantly higher than those in the CC,and the proportion of students at a higher thinking level increased significantly.(3)In terms of reading strategies,there are significant differences between the EC and the CC in three specific dimensions: cognitive strategies,meta-cognitive strategies and affective communication strategies.In addition,based on the experimental process and results,the author puts forward three teaching suggestions: Strengthen students’ sorting of text structure and content,follow the law of students’ thinking development to design the “question chain” and pay attention to timely questioning,evaluation and summary after questioning.