A Study On Classroom Questioning In Junior High School English Reading Classes From The Perspective Of Thinking Quality

The English Curriculum Standards for Compulsory Education(2022 Edition)manifests that the key competencies of English subject is the concentrated embodiment of the value of curriculum education.The junior high school English curriculum should take the cultivation of students’ key competencies of English as the ultimate goal.Thinking quality is the concentrated expression of the mental characteristics of the key competency of English subject.The development of thinking quality helps students develop their thinking,improve their ability to analyze and solve problems,and make correct value judgments on things.Classroom questioning is most commonly used in English reading teaching.It is a significant form of teacher-student interaction.It carries important functions such as stimulating students’ thinking and promoting students’ classroom participation.The quality of classroom questioning directly affects the teaching effect of reading class and the development of students’ thinking activities.Based on the requirements of English Curriculum Standards for Compulsory Education(2022 Edition),this research explores whether classroom questioning in junior high school English reading classes is conducive to the cultivation of students’ thinking quality.This research intends to answer the following questions:(1)From the perspective of thinking quality cultivation,what are the characteristics of classroom questioning in question types,waiting time and answering methods in junior high school English reading classes? What problems does it reflect?(2)How teachers can focus on the cultivation of thinking quality and optimize questioning in junior high school English reading classes? Through classroom observation,quantitative analysis and interviews,this research analyzes the characteristics of classroom questioning in junior high school English reading classes,discusses its problems from the perspective of thinking quality cultivation,and puts forward pedagogical suggestions accordingly.The results indicate that there are various types of teacher questioning in junior high school English reading class,among which are mainly questions for lower-order thinking,among which understanding questions account for the majority.Answering methods are mainly based on students’ volunteering answering and teachers’ nominating answering.Some teachers have the following problems in classroom questioning:(1)Teachers lack understanding of the importance of thinking content in questioning;(2)Teachers ignore students’ subjectivity;(3)Teachers do not allocate waiting time well;(4)Teachers lack timely and effective feedback towards students.Based on the above findings,this study proposes that junior high school English teachers should make rational use of the question chain and ask questions hierarchically;classroom questioning should adhere to learner-centeredness and pay attention to every individual in the classroom;teachers should pay attention to classroom output and allocate waiting time reasonably;teachers should give students timely and effective feedback to fully mobilize the enthusiasm of students,make rational use of classroom questions,and improve students’ thinking quality.