A Study On The Cognitive Level Of Junior High School English-teachers' Classroom Questioning

As an important means of teaching,classroom questioning is conducive to promoting the interaction between teachers and students.Teachers' questioning plays an significant role in English classroom teaching: it is not only an important source of students' language input,but also provides an opportunity for students' language output.Meanwhile,teachers' questions at different levels also have an impact on the development of students' cognitive thinking.In the context of “student-centered”educational themes,this paper based on the theory of interaction between teachers and students and the revision of Bloom's taxonomy of educational objectives,the research subjects are 10 outstanding junior English teachers who participated in the 9th National Junior High School English Contest.The thesis takes the ten English teachers' lesson as the sample.This thesis makes the study by using the methods of video analysis and classroom observation,and it aims to explore the junior high school English teachers' classroom questions,thus foster the development of students and English teaching.The research questions are: what kinds of cognitive levels do English teacher questioning emphasize? Based on different background factors,What are the characteristics of the cognitive level of junior high school English teachers' questioning?First,the author observed the ten classroom records,and then change it into text material.In order to research the two questions raised in this paper,this paper used classroom observations and data analysis.Based on the data collected from the statistical data,the study draws the following conclusions: the research results show that junior high school English teachers' questions mainly focus on memory comprehension and low-level thinking in class,and high-level questions are obviously less than low-level questions;Based on the six cognitive levels,the author analyzes the cognitive level characteristics of junior high school English teachers' questions.According to different background factors,the results indicate that the cognitive level of teachers in different grades of the same class will increase with the rise of grade.However,in the same grade and the same type of lesson,there is no obviously difference about teachers' cognitive level.It shows that the cognitive level of teachers' questions is not related to the gender of teachers and types of lesson.In order to further promote the effective questioning of junior high school English classroom and the development of students' cognitive thinking ability,based on the above research results,the thesis puts forward the following suggestions:valuing questions' design,and balancing the proportion of low-level and high-level questions.The questions of teacher's pre-class design should take into account the characteristics of students' cognitive development.Besides,with the rise of teaching grade,the cognitive level of English-teachers' classroom questioning should be improved accordingly.