Effective Question Chains for Thinking Quality in Junior High School English Reading: A Framework for Instruction Under Core Competencies

Jiani Wen

doi:10.18686/ahe.v9i9.14456

Effective Question Chains for Thinking Quality in Junior High School English Reading: A Framework for Instruction Under Core Competencies

Jiani Wen

Abstract

Under the core competencies framework, this paper proposes a three-tier graded question chain design for junior high English reading. Based on QAR classification, Bloom’s Taxonomy and ZPD Theory, it reorganizes four QAR types into three levels aligned with the PWP model: Logic-Integrating, Higher-Order Inquiry and Context-Transferring. The design develops students’ thinking quality step by step from basic information extraction to logical analysis and innovative transfer, bridging the gap between scattered classroom questions and higher-order thinking cultivation with sound theoretical and practical value.

Keywords

Junior High School English Reading Teaching; Question Chains; Thinking Quality

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References

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DOI: http://dx.doi.org/10.18686/ahe.v9i9.14456

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