Designing Question Chains for High School English Reading under Core Competencies and Bloom’s Taxonomy

Yuquan Xiang

doi:10.63313/ESW.9142

Authors

Yuquan Xiang China West Normal University, Nanchong Sichuan, 637000, China Author

DOI:

https://doi.org/10.63313/ESW.9142

Keywords:

Core Competency, Bloom's Taxonomy, Senior High School English Reading, Question Chain Design, Thinking Quality

Abstract

This study addresses the tendency toward low-order thinking in the design of question chains in senior high school English reading teaching. Based on the core literacy theory and Bloom's Taxonomy of Educational Objectives, it systematically explores a double-theory-oriented design pathway for question chains. The research initially constructs five empirical strategies, including text-type adaptation, hierarchical construction, and cross-cultural comparison, aiming to transform literacy objectives into operationalizable question chain designs through theoretical integration. Although focusing on the induction of practical experience and having limitations in sample coverage and long-term effect verification, this study expects to provide preliminary references for optimizing question chains in senior high school English reading teaching and explore feasible approaches for implementing core literacy in classroom instruction.

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