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Strategies and Implementation of Designing Deliberate Gaps in Question Chains for Authentic Occurrence in Middle School English Reading Instruction

Author(s)

Xi Wang

Affiliation(s)

Jiading New City Experimental Middle School, Shanghai, China

Abstract

This paper explores classroom practices centered on designing and implementing a question chain with deliberate gaps for authentic occurrence in middle school English reading instruction. Through the collection and analysis of student questionnaires and interview data, as well as action research, the author found that in middle school English reading classes, leaving “deliberate gaps” through verbal stimulation, question guidance, and task assignments effectively activates students’ thinking. Carefully designed question chains encourage students to express, experience, and articulate their thoughts and feelings with their own attitudes and ideas, thereby training logical thinking, critical thinking, and creative thinking. This approach promotes the occurrence of authentic learning in reading classes.

Keywords

Deliberate Gaps; Question Chains; Reading Class; Authentic Learning; Thinking Skills

References

[1]Wang Lianhua. Research on the Art Strategy of “Deliberate Gaps” in High School Chinese Teaching. Liaoning Normal University, 2014(05). [2]Ye Changwen. On the Art of Teaching Blank Spaces. Curriculum. Teaching Materials. Teaching Methods, 1999, (11): 13-15. [3]Liu Miao. A Study on the Application of “Cognitive Gap” Strategies in Junior High School English Reading Teaching. Shandong Normal University, 2017. [4]Zhang Xiaohui. The Art of Teaching Blank Spaces. Nanjing Normal University, 2011. [5]Zhou Wei. The Practice of "deliberate gaps" in Junior High School English Classroom Teaching. Journal of Basic English Education, 2014, 16(04): 48-51. [6]Shanghai Municipal Education Commission Teaching Research Office. “Basic Requirements for Junior High School English Teaching in Shanghai”, Shanghai Education Press, 2017. [7]Zhao Shanghua. Interpretation of “English Curriculum Standards for Compulsory Education (2022 Edition)”. Global Education, 2022.