The Study On The Effective Question Design In Junior High School English Reading Class

Reading is one of the important activities in the process of junior high school English learning.Improving students' English reading ability is an important goal of English teaching in junior high school.Reading teaching is not only the important point,but the difficult point of English teaching in junior high school.The effective question design is the key step of reading teaching,thus it is related to the efficiency of English reading teaching.However,when observing the junior high school English reading class,the author found that the effectiveness of the question design still needs studying further.In order to get a further conclusion,the author also wants to study whether the questions are beneficial to students' reading ability and thinking ability in practice.Under the background of the new curriculum reform,this paper aims to study teaching theories related to the question and use the actual survey data obtained from junior high school English reading class to support the study on the effective question design.In this paper,questionnaire and classroom observation are used to analyze the current situation of the question design in junior high school English reading class.Combined with the characteristics of junior high school English reading class,the author puts forward the strategies to improve the effectiveness of the question design.The results show that: there are still many phenomena existing in the question design of junior high schools,such as paying more attention to language knowledge and test-taking skills,while looking down on students' hobbies and thinking ability;the question design becomes a mere formality and ignore the situation;only aspiring after the number of questions,while ignoring the quality of questions;paying attention to the design of presupposed questions,while ignoring the generative questions,etc.Aiming at the above problems,the author tries to put forward some strategies to improve the effectiveness of the question design: exploring the hidden content of teaching materials;grasping the gradient of the question design;enhancing the authenticity of the question design by designing authentic context;extruding the pertinence of questions and selecting effective questions;handling the relationship between presupposition and generation well,etc.Furthermore,the specific teaching cases are given to illustrate the author's opinions.