基于问题链的初中英语深度阅读教学案例探究

A Case Study of In-Depth Reading Teaching in Junior High School English Based on Question Chains

摘要: 以布鲁姆认知目标分类学为理论视角，探讨问题链的认知层次结构及其在初中英语阅读教学中的设计原则：基础层次问题指向记忆与理解，中间层次问题促进应用与分析，高级层次问题激发评价与创造。通过课堂观察与分析人教版八年级上册Unit 9《Can you come to my party?》(2b invitation)这一具体课例，阐述问题链在初中英语深度阅读教学中的应用原则与策略，展示学生思维在问题链引导下的深化轨迹，并对教学实施中的挑战进行反思。课堂观察显示，在问题链引导下，学生的回应呈现出从事实陈述向推理论证、再向价值判断逐层转化的特征，该课例为初中英语阅读教学的问题链设计提供可参照的案例分析。

Abstract: Taking Bloom’s Taxonomy of Educational Objectives as the theoretical framework, this paper explores the cognitive hierarchical structure of question chains and their design principles in junior high school English reading teaching. Questions at the basic level focus on remembering and understanding; those at the intermediate level facilitate applying and analyzing; and advanced-level questions stimulate evaluating and creating. Based on classroom observation and analysis of Unit 9 “Can you come to my party?” (2b Invitation) from Grade 8 Volume One of the People’s Education Press English textbook, this study elaborates on the application principles and strategies of question chains in in-depth reading teaching of junior high school English, demonstrates the progressive deepening of students’ thinking guided by question chains, and reflects on the challenges in teaching implementation. Classroom observations reveal that under the guidance of question chains, students’ responses evolve gradually from factual statements to reasoning and argumentation, and further to value judgment. This case provides a referential analytical framework for the design of question chains in junior high school English reading instruction.