A Research On The Cultivation Of Students’ Critical Thinking Ability By Teachers’ Questioning Strategies In Senior English Reading Class

In terms of The English Curriculum Standard for Senior High School(2017 Edition),the nature of the course clearly proposed to cultivate students’ traits of thinking.Moreover,the fundamental philosophy also refers to developing students’ critical thinking skills,including both critical thinking disposition and critical thinking skills.In senior English class,questioning is an important classroom discourse for students’ language input.The development of thinking is closely related to it,and this paper aims to study the cultivation of critical thinking by teachers’ questioning strategies in senior high school English reading class.This study is based on the high school English reading classes,and it mainly uses classroom observation,teacher interview and questionnaire survey methods,exploring the current situation of the cultivation of critical thinking by teachers’ questioning strategies in senior high school English reading classes.And from the questioning strategies to analyze critical thinking skills and critical thinking tendency,characteristics will be analyzed.Based on Bloom’s cognitive ability classification model,this paper summarizes the relationship between the development track of cognitive hierarchy of classroom questioning and the cultivation of students’ critical thinking.Therefore,this paper takes reading class as the starting point and discusses the following three questions from the perspective of teachers’ questioning strategies and students’ critical thinking ability cultivation.1.How do senior high school English teachers understand and apply the role of questioning strategies in developing critical thinking in English reading classes?2.What are the problems of critical thinking in senior high school students?3.How to improve students’ critical thinking by changing teachers’ questioning strategies in English reading class?According to the research,most of the English teachers hold the ideas that students need to develop critical thinking.For critical skill dimension,the overall difference is great.For critical disposition dimension,the result is relatively balanced.Appropriate time set aside for students to think is more conducive to the cultivation of critical thinking.High proportion of high cognitive questions can promote the cultivation of critical thinking.Based on the above findings,this paper puts forward some suggestions from the aspects of curriculum resource optimization,evaluation criteria and teacher training.