本文是一篇英语毕业论文，本研究通过调查问卷、英语阅读测试、访谈以及教学日志等研究工具收集数据信息，并借助SPSS25.0对数据进行分析。
Chapter One Introduction
1.1 Research Background
This part mainly discusses the advantages of effective classroom questioning andthe problem of current English reading classroom questioning,paving the way for thepurpose and significance of this research.
1.1.1 Advantages of Effective Classroom Questioning
Classroom teaching activities are inseparable from the interaction between teachersand students.And the most commonly communication medium used is classroomquestioning.Because students’attention follows classroom questions,effective questionswill inevitably stimulate students’active participation in class(Zheng Bike,2017),andteachers can timely detect students’learning through students’answers,so that teacherscan make timely teaching adjustments.Therefore,a good question can not only enhancethe interaction between teachers and students,but also stimulate students’positivethinking and diagnose the degree of students’mastery of knowledge,so that teachers canbetter clarify the teaching focus and grasp the teaching rhythm in the following teaching.From lower-order to higher-order classroom questions can often better promote studentsto build knowledge structure,and questions of various types and appropriate difficultycan effectively stimulate students’interest in learning,guide students to think positivelyand strive to explore ways to solve problems,so as to master the knowledge and improvetheir ability in an all-round way.
1.2 Research Purpose
The question chain is to help learners understand the text and master the readingcontent through a series of logical and progressive questions.This research applies thequestion chain to senior high school English reading teaching,the main purpose is toexplore the effect of the question chain on students’reading interest and reading ability inEnglish reading learning.Through action research,the researcher hopes it can provide areference for the application of question chain in English reading teaching and havebeneficial to students’reading interest and reading ability in English reading.
Chapter Two Literature Review
2.1 Core Concepts
2.1.1 Question Chain
The question chain is composed of multiple questions.The word“question”isinterpreted differently in different disciplines.The researcher focuses on the explanationof the question in the field of pedagogy.In the field of pedagogy,the definition ofquestion is divided into broad sense and narrow sense.In the broad sense,question isregarded as a kind of target situation,which requires the question solver to useknowledge and experience to complete the target task and realize the target situation.This interpretation sees the“question”as a challenging task for which there is noimmediate solution(Baure&Pigford,1984),and can also understand the existence ofcertain obstacles affecting the solution of the problem(Gowen,1999).In the narrowsense,question refers to the specific question that the question solver needs to answer orexplain.This kind of questioning is also the language shell and logical expression formof a certain learning question.Its purpose is to promote students’learning development.When answering questions,students can test their learning status,deepen theirunderstanding of knowledge,expand their thinking,and achieve good learning results(PiLiansheng,2000).The definition of question in this study is from a narrow perspective,mainly focusing on the questions that constitute the question chain used by teachers inthe teaching process,and regard them as classroom questions in which teachers guidestudents to consolidate knowledge and cultivate ability according to the teaching content.
2.2 Related Studies on English Reading TeachingBased on Question Chain
2.2.1 Studies on English Reading Teaching Based onQuestion Chain Abroad
By collecting and combing the literature,the researcher finds that there are not anyresearches on the application of question chain in English reading abroad.The foreignresearch on the question chain is mainly around the problem-based learning teaching(PBL).In foreign countries,PBL teaching has been quite mature,it is the origin of thequestion chain.
The PBL teaching can be traced back to the study of Socrates’Socratic method.Until the early 20th century,Dewey(1938)systematically states that PBL teaching anddivides it into five steps:creating problem situations,generating problems,proposing ahypothesis,reasoning,and verification.This model emphasizes that the teacher’s role isto inspire students to think and explore.With the deepening of research,PBL teaching isgradually applied to practical teaching.Stanovich(1980)argues that in reading teaching,PBL teaching helps students quickly acquire key information to understand readingmaterials,not only cultivates students’ability to use background knowledge and contextto make predictions but also improves students’ability to decode words and phrases.PBLteaching means that teachers design a series of activities at different levels to stimulatestudents’existing knowledge(Tov,1994),and teachers and students constantly exploreknowledge and make progress in the process of solving these problems.In primaryschool PBL teaching,Horak&Galluzzo(2017)conducted a case study to figure out theeffect of PBL teaching method has on students’achievement and students’perceptions ofclassroom quality in middle school.The results of their study revealed that bothacademic achievement and students’perceptions of classroom quality have a significantenhancement in the PBL group(Horak&Galluzzo,2017).This also indirectly suggeststhat teaching through the careful design of questions affects students’English learning.
Chapter Three Research Design..................................19
3.1 Research Questions....................................19
3.2 Research Subjects.......................................19
Chapter Four Action Research Process.............................30
4.1 Preparation Before Action Research.................................30
4.2 The First Round of Action Research..................................34
Chapter Five Results and Discussion...................................58
5.1 The Effect of Students’English Reading Interest....................58
5.2 The Effect of Students’English Reading Ability.............................63
Chapter Five Results and Discussion
5.1 The Effect of Students’English ReadingInterest
After four months of the action research,the researcher analyzed the measurementresults of questionnaire,interview,and teaching log to verify whether students’interest inEnglish reading has changed.
5.1.1 Overall Changes in Students’English Interest
The researcher conducts a paired sample T-test on the students’reading interestquestionnaire before and after the action research.The results(Table 5-1)show that theaverage scores of the students’reading interest questionnaire before and after the studyare 2.5685 and 3.1118,the average difference is 0.54327,indicating that the averagescore shows an upward trend.In Table 5-2,the data show that students’interest inEnglish reading has changed significantly(t=-3.865,df=51,p=.000<0.05).Therefore,itcan be concluded that after four months of teaching research,students’interest in readinghas improved compared with before.
Chapter Six Conclusion
6.1 Major Findings
Based on two rounds of action research,this study integrates the question chain intosenior high school English reading teaching to cultivate students’reading interests andreading ability.Through the analysis of questionnaires,English reading tests,interviewsand teaching logs,the following findings are obtained.
Initially,the question chain in English reading teaching can cultivate students’interests in reading,so that students can truly become the masters of the classroom.Before the action research,the students’reading interest was investigated,and the dataresults show that the average reading interest of students was lower than the medianvalue 3,which was at a medium-low level.Students in the classroom,only mechanicallistening,and class participation is not high.After the two rounds of action research,theresearcher found through the questionnaire data and interviews with students that thequestion chain is a series of questions set based on the text.Through the questions,students are connected with the text reading in class,and students can actively answer thequestions.Through the process of answering questions,students get a sense ofaccomplishment and thus improve my reading confidence.This also shows that students’recognition of the application of the question chain in English reading teaching has acertain positive effect on students’reading learning.
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