Research on the Design of Question Chains for Senior High School English Reading Towards Deep Learning: — From the Perspective of Big Unit Teaching

Tianyi Deng

doi:10.63313/EH.9103

Authors

Tianyi Deng China West Normal University, Nanchong, 637000, China Author

DOI:

https://doi.org/10.63313/EH.9103

Keywords:

Deep Learning, Question Chain, Big Unit Teaching, Senior High School English Reading, Core Competencies

Abstract

The General Senior High School English Curriculum Standards (2017 Edition revised in 2020) advocates holistic unit teaching guided by thematic meaning to promote students' deep learning oriented by core subject competencies. Currently, senior high school English reading teaching is trapped in fragmentation and superficiality, with scattered factual questions failing to support students' in-depth thematic exploration. From the big unit teaching perspective, this study constructs a two-tier question chain design framework of "unit main question chain + lesson sub-question chain" based on deep learning theory, Bloom's taxonomy and the view of English learning activities. It proposes four core design principles and elaborates specific implementation paths with a textbook unit case. The research proves that the hierarchical question chain under the big unit perspective can effectively break the limitation of single-text reading, promote students' cognitive progression from lower-order thinking to higher-order thinking, and realize deep learning in English reading.

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