Interpretation of the Implications and Exploration of the Strategies for the "Question Chain" in High School English Reading Instruction under the Background of Core Competencies

Abstract

During the process of curriculum reform in the English discipline, there has been a progressive shift in emphasis from a focus on knowledge acquisition to a concern for human and student development, with a deeper inquiry into how to effectively construct the core competencies of the English subject. However, current English reading instruction still grapples with issues of fragmentation, superficiality, and oversimplification, where teachers tend to overlook the cultivation of students' critical thinking abilities and the inculcation of proper values. The design of the "question chain" within the framework of core competencies offers a promising solution to these challenges. This paper delves into the connotations and values of both disciplinary core competencies and the "question chain," and explores the implementation of the "question chain" in high school English reading instruction, aiming to cultivate the core competencies of the English discipline. By doing so, it endeavors to transform English teaching from superficial and disjointed practices to in-depth, interconnected approaches, thereby fulfilling the educational goals of the English discipline.