Investigation & Study Of The Question Design In English Reading Teaching In Senior High School

As we all know, the question design is a vital part of English reading teaching. From Socrates to John Dewey, from Bruner to Vygotsky, from Confucius to Tao Xingzhi, both the ancient sages and modern ones have made exploration and studies on it. Some created problem teaching approaches, the first of its kind, while others have brilliantly expounded the importance of it in teaching or experimented the satisfying results of the problem approaches by themselves. What has been mentioned above offers us profound insights and instruction, especially to English reading teaching.Since the beginning of this century, China's Ministry of Education has promulgated the two programmatic documents related to education reform, "Basic Education Curriculum Reform (Trial)"(2001) and "National Long-term Education Reform and Development Program(2010-2020)"(2010), which have put forward higher requirements, and especially advocated the concept that students are supposed to have the creative spirit of bold exploration and the practical ability of being good at problem solving by teaching. That is to say, the two programmatic documents make it possible for us to promote the efficiency of reading classroom teaching by studying the question design.As far as English reading classroom teaching is concerned, a good question is not only a good starting point and the main line of teaching but also a teaching destination, so a good question should be integrated with a considerable load of thinking, which is beneficial to improving students' creative ability. If a question is successfully designed, it can help to inspire students to take the initiative to read and to actively think. At the same time, a good question can help to train students' spirit of inquiry and analysis of the reading material, induction and deduction capabilities included. In addition, a good question is also an effective carrier to transfer what is learnt to truly thinking,even to a required ability. Last but not least, if it is used properly, it may maximize the process of the students level of English reading ability and thinking.However, there are serious problems existing in designing questions in current English reading classroom teaching. Improper design can not stimulate the creative thinking of students. Instead, it may have a bad influence on the developing students' ability. What's worse, students may lose interest in reading, and even some are tired of learning English because of designing improper questions. Based on this, I conduct a survey of teachers and students, together with classroom observation and other means of analysis on question design to reveal the causes of it. To solve these problems, I try to explore some effective strategies and forms of designing questions, respectively from three different angles, students, teachers, classroom resources by combining the New Curriculum and effective features of the teaching and learning to read with teaching psychology, education and other theories of knowledge, such as how to design questions, with the hope of finding a golden key to improving the efficiency of English reading classroom teaching in senior high school.This paper consists of five chapters. The first chapter focuses on the background of the study, including high school English curriculum standards for the implementation, the current situation of English reading teaching, the purpose and meaning of this research, content and methods, and concepts defined. The second chapter mainly deals with the related theories and research, consisting of dialogue theory, cognitive psychology, as well as theory and literature review relevant research at home and abroad. The third chapter is concerned with the survey on the question design in English reading teaching in high school, which is divided into three parts: making questionnaire, analyzing the survey results and analyzing its problems and root causes. The fourth chapter is on the strategies and methods of designing questions, which is organized from four aspects,①the principles of designing questions and the kinds of reading comprehensive questions;②design in terms of students;③design in terms of teachers;④design in terms of the classroom environmental resources. The fifth chapter focuses on conclusion and teaching suggestions.