Research On Questioning Strategies In Junior High School English Reading Teaching For The Cultivation Of Critical Thinking

In this era of rapid technological development,the country’s need for innovative talents is more urgent than ever,and critical thinking is a requirement for everyone in this new era.The author has reviewed a large amount of literature and found that critical thinking is teachable,mainly through the way of questioning to guide the development of students’ critical thinking,but teachers rarely do effective questioning to develop students’ critical thinking in the classroom.Therefore,the author will focus on the following three questions:First,what is the current situation of questioning in middle school English reading classrooms that points to the development of critical thinking? Secondly,what are the problems of junior high school English classroom questioning that point to critical thinking development,and what are the reasons for the problems? Finally,what are the suggestions for optimizing the development of students’ critical thinking through questioning in junior high school English reading classrooms?The research framework is based on the principle of "data collection-research questions-constructing research dimensions-data collection-analyzing problems-solving problems".The next step was to use observation forms to record classroom questioning,and to conduct teacher interviews and student questionnaires to accurately grasp the current situation of English teachers’ questioning in the reading classroom,analyze its shortcomings and explore its causes.Finally,specific suggestions for improvement are given for the current problems The results of the study show that the following problems exist in the current junior high school English reading classroom: the questioning topic does not understand critical thinking,the questioning goal does not point to critical is thinking,the waiting time for questioning does not activate critical thinking,the teacher feedback for questioning does not inspire critical thinking,the change in the level of thinking for questioning does not guide critical thinking,and the results did not promote critical thinking.Based on the above research,this study systematically summarizes the current situation of junior high school English reading classroom questioning that points to the cultivation of critical thinking,and analyzes the problems and causes of junior high school English classroom questioning that points to the cultivation of critical thinking.The study also proposes practical suggestions for future questioning in junior high school English reading classrooms.This study has many limitations,and in the future,we will increase the number of research subjects,extend the time of observation,increase the dimensions of the study,pay attention to the differences in the teaching styles of male and female teachers,the differences in schooling experiences,and use more appropriate methods for research analysis,with the aim of obtaining a more realistic and scientific analysis of questioning pointing to critical thinking in junior high school English reading classrooms.