A Study On Question Design Of Interactive English Reading Teaching In Senior High School

Reading teaching has always been the focus of English teaching in senior high schools.With the advancement of curriculum reform,more and more studies have been carried out with students as the learning subjects.Interactive English reading teaching also fully embodies the spiritual essence of the autonomous,inquiry and cooperative learning mode advocated by the new curriculum standards.However,in the current English reading class in senior high school,the phenomenon of insufficient interaction due to inadequate design of reading problems is common.From classroom observation,we can see that some questions designed by teachers are not difficult,gradient enough,worthless,and students' participation is not high;some questions are too difficult for students to understand and participate in;some questions are asked impromptuly by teachers,there is no connection between them,the internal logic of them is confused,leading to insufficient classroom generation.It can be seen that question design has a great influence on interactive English reading teaching.In order to carry out interactive reading teaching smoothly,high-quality reading question design is indispensable.Based on Scaffolding Teaching Theory and interactive teaching theory,this paper conducts an action research on Class S of Senior Two in Shaoxing Y Middle School through observation,questionnaires and interviews.It mainly explores two questions: First,does the improvement of question design effectively promote interactive senior high school English reading teaching? Second,what are the question design strategies to promote interactive senior high school reading teaching? The author puts forward such design strategies as activating students' existing knowledge and experience,promoting the development of thinking in layers on the basis of simple questions,designing problems from the perspective of students' interactive inquiry,respecting students' individual differences in problem design,promoting students' interaction with semi-open questions,and designing some challenging and controversial issues,etc.and launces three rounds of action research.The results show that the improvement of question design can improve the interactive senior high school English reading teaching,which can be listed as follows: students' in-depth reading ability is enhanced;students' cooperative awareness of interactive inquiry is enhanced;students' English reading expression ability is improved and students' English reading thinking ability is developed.In view of the above research results,in order to promote interactive senior high school English reading teaching,the author puts forward some teaching suggestions,such as,first of all,paying attention to the precise interpretation of texts,respecting students' principal position in question design,reflecting the hierarchy and scientificity in question design,reflecting thinking and openness in question design,and cultivating students' problem consciousness.It is hoped that through the research on the question design of interactive English reading teaching in senior high schools,more English educators will pay attention to the question design of reading,and apply it to real English classroom teaching,so as to promote the effective development of English reading class in senior high schools.