Investigation On Classroom Questioning In Senior High School English Reading Class Based On The Cultivation Of Higher-Order Thinking Skills

With the increasing importance of thinking quality in today’s teaching,higher-order thinking,as a part of thinking quality,has gradually become a major research focus in education.However,the existing research on higher-order thinking is mostly combined with other disciplines,the research on combining it with English reading teaching is relatively scattered.Moreover,in order to cultivate students’ higher-order thinking,teachers’ questioning is indispensable,and the high school English reading class is a main battlefield of English teaching.Therefore,it is necessary to study classroom questioning based on the cultivation of higher-order thinking skills in high school English reading class.In order to understand the current situation of classroom questioning in high school English reading class and analyze the problems behind it,so as to propose corresponding measures to optimize classroom questioning.This study is based on the theoretical thinking of higher-order thinking,combined with research methods of classroom observation,questionnaire survey,and interview.Four English teachers and 256 students from a high school in Nanchong City were selected as the research subjects for three and a half months,aiming to solve the following questions:(1)What is the current situation of classroom questioning in senior high school English reading class?(2)Based on the cultivation of higher-order thinking skills,what are the current problems of classroom questioning in senior high school English reading class?(3)Based on the cultivation of higher-order thinking skills,what measures can be taken to optimize classroom questioning in senior high school English reading class?Through research,it has been found that current situation of classroom questioning in high school English reading class is not optimistic in promoting the development of students’ higher-order thinking.Most classroom questioning still focuses on examining students’ basic knowledge,with less involvement in higher-order questions that can promote students’ analytical,comprehensive,and evaluative abilities.There are problems with teachers’ insufficient theoretical understanding of higher-order thinking and classroom questioning,as well as inadequate use of questioning strategies and techniques.In view of the above problems,the author designed a corresponding high school English reading classroom questioning case,providing reference information for question design based on the cultivation of higher-order thinking.At the same time,the author explored the following measures to optimize classroom questioning in high school English reading class: selecting and setting questions reasonably before class;fully utilize different questioning methods and techniques;provide positive and effective feedback on student responses.