The Action Research Of "Contextual Question Chain" On The Cultivation Of Students’ Thinking Quality In Senior High School English Reading Teaching

The overall goal of the General High School English Curriculum Standards(2017Edition 2020 Revision)attaches the highest importance on the fundamental tasks of faster virtue through education and developing the core literacy,of which the quality of thinking is the core cognitive quality in the Evaluation System of the Chinese College Entrance Examination,and it is also the lifelong literacy required by future talents.Under the background of the new textbook and new curriculum,English reading class,as one of the key course types,is the main position to implement the core quality of the discipline,and also an important way to cultivate students’ thinking quality.Taiyuan No.61 Middle School as an ordinary middle school,whose students’ English foundation is weak and teachers’ reading teaching is still based on indoctrination teaching,with focusing on vocabulary and grammar and ignoring the logic of discourse.Questions in the class is scattered and shallow so that students’ interest in reading classroom is not high,and their high-level thinking ability cannot be cultivated.In order to improve the above problems,connected with the actual situation of Class 176 in senior one,the author applied the situational question chain to the high school English reading teaching.This paper intends to study three questions.First,how to design the “situational problem chain” to promote the development of thinking quality? Second,can the “situational problem chain” improve students’ interest in reading? Third,can the application of “situational problem chain” to high school English reading teaching effectively improve students’ high-order thinking ability? If so,is the effect significant?Based on the construction theory,Bloom’s educational objective classification theory and high school English curriculum standards,the design,implementation and evaluation of different types of problem chains are constantly improved in the way of action research,so as to achieve the purpose of improving students’ thinking quality.The action research lasted five months.The sample materials are a total of 18 readings in nine units in FLTRP(2019)compulsory one to compulsory three.By using "what-how-how" of "situation chain" question mode in different types of text and through periodic reflection,classroom observation,after-class interview,New problems and requirements are found.Phased improvement measures are put forward.New improvement and perfect plans are implemented and the whole research process is finally summarized.Among them,the first round is the design and exploration stage of the situational question chains,which focuses on cultivating students’ logical thinking.The second round is the improvement and implementation stage of the situational question chains,focusing on cultivating students’ critical thinking.The third round is the improvement and application stage of action research,which aims to strengthen and enhance students’ innovative thinking.Finally,the following research conclusions are drawn through the comparative analysis of the questionnaire,the scores of reading tests before the research,during the research and after the research and the results of the Torrance creative thinking test.The findings of the research are as follows.First,the question chains of different genres can be designed in “what-why-how” three dimensions based on the text,in-depth discourse and beyond the text.The question chains should be related to the topic context,text context and realistic situation and guide students to think about relationships of humans and society,humans and nature,humans and themselves so as to set up the correct outlook on life and values based on the text analysis and combined with different levels of activities.Second,the process evaluation can effectively improve the effectiveness of the question chains to develop the quality of thinking.Third,the application of reading mode with the "situational question chain" can effectively stimulate students’ interest in English reading,enhance the comprehensive ability of English reading,and cultivate students’ innovative thinking.