A Study On The Design Of Senior High School English Unit Question Chain Teaching For Deep Understanding

Deep learning is an important way to cultivate core competence,and deep understanding is the foundation of deep learning.Therefore,it is important to study how to promote students’ deep understanding in senior high school English teaching to improve students’ deep learning ability and develop their core competence of English discipline.Students’ deep understanding is inextricably linked to the teacher’s classroom questioning.The teaching of a unit question chain in senior high school English can build scaffolds for students’ deep understanding,so that students can gradually think deeply and construct a clear knowledge structure of the unit in the process of question answering,which is an important strategy to promote students’ deep understanding to happen effectively.At present,researchers’ research on question chain is mainly based on the theoretical study of Professor Wang Houxiong’s “Types and Teaching Functions of‘Question Chain’”,and the empirical study is still insufficient.In addition,most of the research on question chain teaching in English discipline has been conducted on a single lesson type,such as reading lessons.Few researchers have studied question chain teaching from a unit and understanding perspective.Therefore,this study attempts to design a unit question chain teaching model from a unit perspective,which includes basic question chain,main question chains and secondary chains,with the aim of designing the guided learning through “fewer”,“deeper”,“more precise” and “more flexible” unit question chain,to simplify the teaching procedure,integrate the teaching contents,deepen students’ understanding and optimize the teaching effect.This study focuses on three core questions: “What is the current situation of the teaching design of senior high English unit question chain for deep understanding?”,“How should the senior high school English unit question chain model be constructed to promote students’ deep understanding?” and “What is the effectiveness of the constructed model of senior high school English unit question chain teaching for deep understanding?”.To answer the above questions,this study is divided into three main parts: current situation investigation,model construction,and case design and implementation.First,this study used literature research,classroom observations,and interviews of the teacher to conduct a preliminary investigation of the current situation of the teaching design of senior high school English unit question chain for deep understanding in a middle school in Chongqing.The results showed that teachers’ knowledge of the senior high school English unit question chain for deep understanding was lacking,and it was difficult for teachers to effectively combine deep understanding and overall unit instruction to develop question chain teaching design.Second,based on the existing research results,the researcher reinterpreted the definition,design basis,types,and principles of senior high school English unit question chain for deep understanding from a unit perspective based on Wiggins’ Six Facets of Understanding and question chain teaching theories,and constructed a process model.Third,the researcher designed and implemented the teaching based on the constructed model combined with the specific teaching content of the unit,and tested the validity of the model under the guidance of SOLO Classification Theory.The researcher collected data of the experimental and control classes in the form of questionnaires and level test and used SPSS 28.0 to analyze the collected data.The results showed that the teaching design of senior high school English unit question chain for deep understanding was effective in promoting students’ deep understanding.There were positive changes in students’ learning attitudes,learning styles,learning motivation and understanding intention,with more significant changes in learning attitudes and understanding intention.This study took Unit 5 “Language Around the World” in Compulsory 1 of General High School English Textbook(2019)of People’s Education Press as a case study for the design of a unit question chain for deep understanding.And then examined whether the students’ understanding level had improved.It is hoped to continue to optimize the teaching process model of the senior high school English unit question chain for deep understanding and develop more teaching cases in future teaching practice.Although this is only a preliminary attempt at present,it is hoped that this study will provide theoretical and practical references for researchers and teachers.