A Study Of The Effects Of Bloom’s Question Types On Interaction In Junior High School’s Reading Class

Reading teaching plays an extremely important role in junior high school English teaching. Teachers’ questioning is one of the most important ways for teachers to guide students to read and a frequently-used form of interactions between teachers and students. Questioning can not only provide a vital source for students’ input, but also create opportunities for students’ output. Therefore, this thesis intends to investigate the current situation of teacher’s questioning in English reading teaching. The author tries to improve the effects of classroom interaction and reading teaching by adjusting the question types in terms of Bloom’s question types. This thesis is of great importance for improving the quality of English reading teaching.The author makes an investigation on 60 students in Grade Eight from two classes and their common English teacher. It takes the Module 6, Unit 2 The WWF is working hard to save them all in English textbook for grade eight students which was published by Foreign Language Teaching and Research Press as the reading material. Firstly, the author conducts the classroom observation and records all the teacher’s questions, classroom interactions that proposed in Class One(C1). Secondly, the teacher’s questions for the same reading material will be adjusted and rearranged. The adjusted questions will be used in Class Two(C2). Through comparing the differences of classroom interaction in two classes, the thesis aims to analyze the current situation of teacher’s questioning in English reading class, giving some suggestions for the existing problems in teacher’s questioning and classroom interaction. This thesis is intended to produce practical significance on how to improve the efficiency of classroom interaction by using Bloom’s question types reasonably.The results of this study indicate that the question types are limited in practical English reading teaching. The most of the teacher’s questions ask for students’ remembering and understanding competences about factual knowledge and conceptual knowledge. The examination and cultivation about students’ procedural knowledge, metacognitive knowledge, evaluative competence, creative competence by questioning are also relatively deficient; Taking the combination of Bloom’s question types and requirements of three reading stages as the criterion, the adjusted questions has improved the efficiency of classroom interaction; The result also shows that the English teacher remains confused about setting high-cognitive level questions according to the students’ situation.Above all, some corresponding suggestions about how to improve efficiency of classroom interaction by teacher’s questioning are provided in the end. The suggestions are to simplify the teacher’s questions not at the expense of question types, to integrate cooperative learning and independent learning with appropriate questions dynamically, to set questions scientifically in different stages of reading classes.