A Study On The Correlation Between Types Of Teacher Questioning And Critical Thinking Dispositions Of Students In Junior High School English Reading Class

The official promulgation of the English Curriculum Standards for Compulsory Education(2022 Edition)has opened a new journey of junior high school English curriculum.Its content clearly puts forward the core competencies of English subject,which is connected with the core competencies of senior high school English.Therefore,it is urgent to cultivate the critical thinking of students in the compulsory education stage,especially in the junior high school.Critical thinking is not only one of the core competencies of common concern in the educational circles at home and abroad,but also an essential part and manifestation of thinking capacity.Among them,critical thinking disposition is an important part of critical thinking.Effective questioning can promote the development of students’ thinking,and different types of questions also have different impacts on students.As an important part of junior English teaching,reading teaching is undoubtedly one of the effective ways to cultivate students’ critical thinking.Therefore,it is necessary to study the correlation between teachers’ questioning types and students’ critical thinking dispositions in junior high school English reading class,and few scholars in China have done such research before.This research conducted a three-month study on 260 students in the third grade of a middle school in Hohhot,aiming to solve the following three research questions:(1)What is the situation of the types of teachers’ questioning in junior high school English reading class?(2)What are the characteristics of the junior high school students’ critical thinking dispositions?(3)What is the correlation between teachers’ questioning types and students’ critical thinking dispositions in junior high school English reading class ? In order to solve the above research problems,the author used classroom record and observation to count and sort out the teachers’ classroom questioning types.Then,the author used questionnaires to analyze and deal with students’ critical thinking dispositions.The author also conducted interviews with four teachers in order to provide additional explanations for the research questions and suggestions.Finally,the correlation between them was analyzed by SPSS26.0.Through analyzing the data,the author draws the following conclusions:(1)The frequency of teachers’ questioning is relatively high,but the types of teachers’ questions are uneven,with the most display questions,fewer reference questions,and the least evaluation questions.(2)There are a few differences between students’ critical thinking dispositions.In general,students’ critical thinking dispositions are relatively weak,but students are strong in open-mindedness and maturity.(3)There is a significant correlation between the types of teachers’ questioning and students’ critical thinking dispositions.The display questions and reference questions effect students’ critical thinking to some extent,while the evaluation questions help students’ critical thinking dispositions the most.Based on the above conclusions,the author puts forward the following suggestions:(1)Teachers should reasonably design different types of questions and improve the quality of questions.(2)Teachers should enhance their awareness of developing students’ critical thinking disposition by teacher questioning.(3)Teachers should strengthen the theoretical study of critical thinking and find the combination of classroom teaching and thinking training.(4)Teachers should guide students to improve their subjective initiative,enhance students’ thirst for knowledge of unknown things,and cultivate students’ development of critical thinking through multi-party cooperation.