| English reading is not only an effective way to learn language knowledge and improve English language ability,but also the main means for people to obtain external information and understand the world.In the college entrance examination,reading comprehension also accounts for a great proportion of English test.In addition,students’ ability to comprehensively use English knowledge can also be achieved through reading.It can be seen that English reading is particularly important in examination,teaching and cultivation of students’ ability.However,in the current high school English reading teaching,it has not yet met the requirements of the new curriculum standard,and there are still many problems to be solved.In view of the facts,the author tries to study the application of the “question chain” teaching mode to the high school English reading teaching so as to meet the requirements of the new curriculum standard;therefore,the author aims to use this teaching mode to set reasonable questions to help students fully comprehend the reading texts and improve their thinking engagement in English class.Based on Bloom’s taxonomy classification theory,zone of proximal development and problem continuum model,the author employs the test,questionnaire and interview as research instrument to study the application of “question chain” teaching mode in senior high school English reading teaching.This study takes 100 students in two classes of a school in Fangshan District of Beijing as the research subjects,and they are all from Class 3 and Class 4 of Senior One which are both randomly selected by the author as the control class and the experimental class.The study lasts for about four months,and the research questions are as follows: 1.What kind of effect does the“question chain” teaching mode produce on students’ English reading performance? 2.How can the “question chain” teaching mode influence students’ thinking engagement?During the experiment,the experimental class adopts the “question chain” teaching mode while the control class adopts the traditional teaching method.At the same time,the author manages to improve the reliability of the research by reducing the impact of the extraneous variables.After the experiment,the author collects the data of questionnaires and tests and analyzes them by using SPSS 22 software.What’s more,the author interviews six students who are randomly selected by using stratified sampling method so as to understand students’ real attitude for this mode.Through four months of investigation and research,the following results are obtained:(1)Compared with the CC,students’ English reading scores in EC has improved evidently.Therefore,the “question chain” teaching mode can improve students’ English reading performance.(2)With the help of “question chain” teaching mode,students’ thinking engagement in EC has surpassed greatly than that in CC,especially in observation,comparison,analysis,inference,summary and evaluation,and this teaching mode is highly evaluated by students.Thus this teaching mode has positive effects in students’ thinking engagement in English reading class.At last,the author proposes some implementations and suggestions for further pedagogical research and practice on this teaching mode and hopes this research can provide some references for improving students’ English reading ability and thinking engagement. |
PDF Full Text Request