An Exploration of the Teaching Model of English Multi-text Reading in Senior High School Driven by Question Chain

Qian Zou

doi:10.54691/26zk3y63

Authors

Qian Zou

DOI:

https://doi.org/10.54691/26zk3y63

Keywords:

Question Chain; Multi-text Reading; Senior High School; Thinking Quality.

Abstract

This study delves into the teaching model of English multi-text reading in senior high school, which is propelled by the question chain approach. It aims to enhance students’ linguistic competence and critical thinking skills. The research is grounded in constructivist learning theory and the input hypothesis, offering a fresh perspective on educational practices. The study outlines the principles for designing effective question chain and demonstrates their application in stimulating student interests, organizing and integrating information, and fostering thinking quality. Findings suggest that this teaching model significantly boosts students’ language proficiency and deep learning capabilities, highlighting its potential to revolutionize English language teaching in senior high school settings.

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