初中英语阅读课教师提问优化策略探究——以人教版八下Unit5 3a为例

Exploring Optimization Strategies for Teacher Questioning in Junior High School English Reading Classes—A Case Study of Unit 5 Section 3a in PEP Grade 8B

摘要: 本研究以人教版八年级下册Unit 5《The Storm Brought People Closer Together》Section A 3a-3c为研究载体，基于深度学习五维标准，系统探究初中英语阅读课堂提问对学生深度学习的影响机制。研究发现，当前教师提问在促进学生知识结构化、批判性思维深度引导、社会实践迁移效能等方面存在待优化空间。据此提出三级问题链重构等策略框架，并整合设计为45分钟教学流程，通过强化知识结构化与本土实践转化，实现学生语言能力、思维品质与文化意识的协同发展。

Abstract: This study takes Section A 3a-3c of Unit 5 “The Storm Brought People Closer Together” from the PEP Grade 8B textbook as its research context. Based on the five-dimensional framework of deep learning, it systematically investigates the impact mechanism of teacher questioning in junior high school English reading classes on students’ deep learning. The research findings reveal that current teacher questioning exhibits room for optimization in promoting knowledge structuring, guiding critical thinking in depth, and enhancing the effectiveness of social practice transfer. Accordingly, the study proposes strategic frameworks including a reconstructed three-tier questioning chain, which are integrated into a 45-minute teaching procedure. This approach aims to strengthen knowledge structuring and facilitate the transformation of localized practices, ultimately achieving the synergistic development of students’ language proficiency, thinking disposition, and cultural awareness.