A Study Of Teacher Questioning In Junior Middle School English Reading Teaching Based On Deep Learning

The National English Curriculum Standards for Compulsory Education(2022 ed.)advocates that the focus of English teaching need to shift towards the cultivation of students’ core competence.As a path to cultivate students’ core competence,deep learning is in line with the guiding ideology of the new curriculum standard.Teacher questioning,as a key component of teacher-student interaction in English reading teaching,has been a pivotal way to guide and promote students’ deep learning,which affects the effectiveness of students’ deep learning to some extent.Scholars at home and abroad have conducted a lot of research on teacher questioning,mostly focusing on the types,functions and strategies of teacher questioning,but relatively little research has been conducted on the effect of teacher questioning on promoting students’ deep learning.Therefore,the research questions in this study are listed in the following.Firstly,what are the characteristics teacher questioning bears in junior middle school English reading teaching? Secondly,what are the correlations between teacher questioning and students’ deep learning? Thirdly,what are the characteristics of teacher questioning that fail to effectively promote deep learning and what are the major factors affecting the effectiveness?The research participants for the study are six English teachers and 256 students in Grade seven from Chengdu X junior middle school.Data are collected through classroom observation,teacher interview and student questionnaire.Teacher-student dialogue from the collected 18 reading classes is initially transcribed into text form.Based on the analytic framework for teacher questioning and deep learning,which is established from the IRF pattern and the Bloom’s Revised Taxonomy,the author analyzes the characteristics of teacher questioning from the following four aspects: types of questions,waiting time,target audience,and teacher feedback.In addition,the correlation between teacher questioning and students’ deep learning is also examined by using the software SPSS27.0,in order to find out the relationship between the two.Finally,through the comprehensive analysis of classroom observation,teacher interview and student questionnaire,this study explores the characteristics of teacher questioning that fail to achieve the effect to promote the deep learning on the part of the students.The results show that:(1)The types of questions asked by teachers are mainly understanding questions,with lower-order questions dominating;waiting time is moderate;the respondents are mainly answering in groups and voluntarily;teacher feedback is mostly positive.(2)Teacher questioning is correlated with students’ deep learning and influences students’ deep learning to a certain extent.Among them,question types and feedback methods have a strong correlation with students’ deep learning.Waiting time has a moderate correlation with students’ deep learning,but a low correlation exists between target audience and students’ deep learning.(3)Teacher questioning is characterized by superficiality and fragmentation.The study finds that the main factors affecting the development of students’ deep learning include: teachers’ insufficient understanding of deep learning,operation methods to be optimized,as well as the differences in students’ English proficiency.Based on the above discussion,in order to help teachers get a better understanding of deep learning and use teacher questioning to promote students’ deep learning,the author gives the following suggestions: Firstly,in question design,teachers need to study the text in depth and strengthen the integration of information,so as to design different types and levels of questions.Secondly,in the process of questioning,teachers need to guide students to take the initiative in constructing and reflecting,provide scaffolding and reasonably regulate waiting time.Thirdly,in the assessment process,teachers need to point to the cultivation of higher-order thinking ability,evaluate students’ performance timely and make efficient use of feedback.