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

As an important part of thinking quality,critical thinking has attracted more and more attention and discussion.And teachers’ questioning,as a common means of classroom teaching,is an important tool for teachers to organize classes and communicate with students.In terms of foreign and domestic studies,many scholars have done a lot of research on teachers’ questioning and critical thinking respectively.However,there are very few studies on the correlation between different types of teachers’ questioning and critical thinking disposition of junior high school students.Therefore,based on the interaction hypothesis and cognitive development theory,this paper is devoted to the following three questions:(1)What is the distribution of the types of teachers’ questioning in junior high school English reading class?(2)What is the overall situation of junior high school students’ critical thinking disposition?(3)What are the correlations between different types of teachers’ questioning and students’ critical thinking disposition?Firstly,the distribution data of teachers’ questioning types were collected through classroom observation.Secondly,the critical thinking disposition questionnaire revised by Wen Qiufang was used to investigate students’ critical thinking disposition.Finally,SPSS 21.0 is used for correlation analysis of the data,and the following conclusions are drawn:(1)In junior English reading class,the knowledge questions raised by the four teachers account for 61%,while the other types of questions account for 39%,showing a very uneven distribution of the types of questions.(2)The mean value of students’ critical thinking disposition is 257.38,which is between240 and 320,indicating that students’ critical thinking disposition is in an unstable state as a whole.(3)There is a significant positive correlation between teachers’ questioning and students’ critical thinking disposition,and different types of questioning are correlated to different dimensions of students’ critical thinking disposition to varying degrees.Based on the above conclusions,this study suggested that teachers should improve their professional teaching ability and thoroughly study the theoretical knowledge of questioning and critical thinking.In addition,teachers should strengthen communication with students and understand their learning level and thinking characteristics,teach students in accordance with their aptitude,so as to reasonably design questioning and develop students’ critical thinking ability.