| Classroom questioning is the most effective and intuitive English teaching method for teachers.The quality of teachers’ questioning design directly affects the effect of classroom output.The latest edition of General Junior Middle School English Curriculum Standard points out that the purpose of junior high school English curriculum is to cultivate junior high school students’ core literacy of English subject.The core literacy of junior high school students required by English curriculum includes language ability,cultural awareness,thinking quality,learning ability and so on.English reading course is the key carrier and important way to cultivate students’ language ability,cultural awareness,thinking quality and learning ability.Therefore,it puts forward deeper requirements for the design of questions in junior middle school English teachers’ reading class.Teachers’ questions in reading class should be orderly and logical,which should help to meet the needs of students’ in-depth interpretation of reading texts.Then,whether the current junior high school English teachers’ reading class question design is orderly and whether it can meet the needs of students’ in-depth interpretation of the text is a topic worthy of further study and discussion.Based on the theoretical framework of classroom questioning and question sequence,interactive hypothesis,text interpretation and the design of question chain in the process of text interpretation,this study adopts the methods of interview,classroom observation and analysis.Classroom observation was conducted among 10 English teachers from Grade 2 to Grade 3 and 445 students from Grade 2 to Grade 3 in a key junior high school in W City,and three front-line teachers were randomly selected for interviews.Understanding the present situation of the Design of questioning sequence in junior high school English teachers’ reading course based on text interpretation from the perspective of teachers.Based on the classroom observation and analysis of the open reading class of 10 teachers from the second to the third grade of junior high school,combined with the after-class interview,this paper mainly discusses and studies the following three questions:1.What is the actual distribution of thinking stratification and content classification involved in questioning in junior middle school English reading class?2.What text meaning interpretation does the core question point to in junior high school English class?3.What are the similarities and differences between expert teachers and novice teachers in classroom questioning types and strategies in junior middle school English reading class?The results show that,based on the analysis of Bloom’s cognitive goals,Marzano and Simms’ s question sequence and text meaning interpretation,teachers’ classroom questions are mainly closed questions and collective answers,while the thinking and content levels involved in junior middle school English reading are mainly detailed questions such as memory and comprehension.The interpretation of the textual meaning of the question chain of teachers’ classroom questioning is mainly textual meaning,and there are obvious similarities and differences between empirical teachers and novice teachers in questioning types.Based on the above conclusions,this study suggests that teachers: improve the thinking and content depth of questions;pay attention to the reasonable changes of cognitive thinking levels in the process of enriching questions;deeply study the text and the importance of learning and understanding the meaning of different levels of text;based on the needs of students’ in-depth interpretation of the text,adopt effective questioning adjustment strategies;and teachers should use classroom questioning to guide students and improve their response level.Novice teachers are required to further think and design a more efficient and reasonable problem chain through more observation and learning. |
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