Research On Teacher Questioning In Senior High School Model English Reading Classes From The Perspective Of Thinking Quality

Teacher questioning is the main form of classroom interaction,which exerts a direct impact on the quality of teacher-student interaction and students’ thinking activities.Therefore,it is significant to explore how to develop students’ thinking quality through teacher questioning.Based on the revised Bloom’s taxonomy of educational objectives,this research explored the current situation of teacher questioning in English reading classes of Model Classes Presentation Primary Education in Jiangxi Province in 2018 and2020.This study analyzed teacher questioning in terms of question types,wait time,forms of answering questions,and effects of teacher questioning on cultivating students’ thinking quality.Two teachers in model English reading classes were interviewed to explore whether English teachers were aware of thinking quality and its relationship between teacher questioning and thinking quality,as well as the factors that teachers took into consideration when designing questions.Specifically,this research aimed to answer the following questions:(1)What are the characteristics of question types in model English reading classes?(2)What are the characteristics of wait time in model English reading classes?(3)What are the characteristics of forms of answering questions in model English reading classes?(4)What are the effects of the above characteristics on the cultivation of students’ thinking quality in model English reading classes?Results of this research are as follows:(1)In terms of question types,understanding questions,remembering questions and analyzing questions are the main types among all questions;(2)In terms of wait time,the length of less than 3 seconds appears with the highest frequency,revealing that the distribution of wait time is related to the distribution of the cognitive level of questions;(3)In terms of forms of answering questions,the most frequent form is volunteering answering;(4)In terms of the cultivation of students’ thinking quality,firstly,teachers pay more attention to students’ agility,flexibility,and logicality,while less attention is paid to criticalness and creativity;secondly,the average wait time of low-order thinking questions is excessive lengthy,which is not beneficial for the cultivation of agility;thirdly,teachers are not inclined to use teacher-self answering which is detrimental for the cultivation of thinking quality.Based on these findings,this research proposes implications for English teachers.English teachers are advised to enhance their understanding regarding thinking quality and combine the cultivation of thinking quality with English reading classes.When designing classroom questions in reading classes,English teachers should design questions of different types adequately at different reading stage,allocate reasonable wait time and use various forms of answering questions,in order to comprehensively cultivate students’ thinking quality.