A Study Of The Cognitive Orientation Of Classroom Questioning In English Reading Class Of Junior High School

With the promotion of core literacy and the advancement of curriculum reform,the cultivation of students’ thinking ability has become the focus of current education.Classroom questioning is not only conducive to increasing the teacher-student interaction and promoting language acquisition,but also has an important impact on the development of students’ thinking ability.As an important part of classroom teaching,classroom questioning has attracted the attention of many researchers.Many researchers at home and abroad have studied classroom questioning from different aspects.However,few studies are studied from the perspective of cognitive orientation,fewer studies focus on specific class types.Therefore,it is of great theoretical and practical significance to study the cognitive orientation of classroom questioning in English reading class of junior high school.This study is based on Bloom’s Taxonomy of Education Objectives in Cognitive Domain and Vygotsky’s Zone of Proximal Development Theory.The author chooses four English teachers and 221 students in the second grade of a junior middle school in Tengzhou City,Shandong Province as the objects of the research.Through classroom observation,questionnaire survey and interview,the research is carried out from three aspects: questioning types,questioning response ways and questioning strategies.It aims to understand the characteristics of classroom questioning and its guiding effect on students’ cognitive thinking,and to provide suggestions for teachers to better implement classroom questioning.The research conclusions are as follows:(1)Teachers raise more lower order thinking questions,involving knowledge,comprehension and application questions,while higher order thinking questions of analysis,synthesis and evaluation are less.Higher order thinking questions can stimulate students’ high-level thinking,which is more conducive to the development of students’ thinking.(2)Teachers tend to adopt chorus and individual response ways.Group cooperation response way is seldom used.Teacher self-answering way is sometimes adopted.Chorus response way often involves low-level thinking activities.Individual response way can promote students to think.Group cooperation way is more helpful to activate students’ thinking.Teacher self-answering is the low effective questioning way.(3)Repeating and redirecting are the most frequently used,while prompting and probing are relatively less.Compared with redirecting and repeating,prompting and probing pay more attention to the guidance of students,which is conducive to the development of students’ thinking.In view of the above research conclusions,the author suggests:(1)distribute the proportion of different types of questions reasonably.(2)utilize multiple response ways comprehensively.(3)adopt diverse questioning strategies flexibly.