Research On The Cultivation Of High-Order Thinking Ability By Question-Setting In English Reading Class Of Senior High School

Times and countries have called for high-level thinkers to emerge,and core qualities are also required to develop high-order thinking ability.Therefore,the cultivation of high-order thinking ability is an important task for the quality-oriented education,which meets the requirement of development of times and countries.The theoretical bases of this article are Bloom's Taxonomy of Educational Objectives and Constructivism Learning Theory.The corpus is question-setting type from Ninth National Senior High School English Demonstration Class and the first-prize level English reading class in 2015 High School English Video Class Competition in Guangdong Province.The purpose of this research is to explore how to cultivate students'high-order thinking ability in senior high school English reading class by using literature research methodology and classroom observation,especially during pre-reading,while-reading and post-reading periods.The findings of this research are that cultivation of students' high-order thinking ability is focused on pre-reading,while-reading and post-reading periods.During the three periods of English reading teaching,teachers are eager to put forward effective questions to promote the development of high-order thinking ability.1)During the pre-reading period,analytical questions,evaluation questions and creative question are of great importance.Analytical questions include background analysis,understandings of the title,exploration of pictures and videos,genre comprehending,cognition flashback and opinions expressing.Creative questions cover brainstorm,predictions and inferences,suspense settings,expectation estimating.Evaluation questions are the analysis of visual modality and conflict explanation.2)Analytical questions are the main parts in while-reading period,including analyses from author's perspective,interpretation of characters,analyses of themes,stating of writing styles,understandings of words and expressions,imitations of language points,discussions of reasons,summaries making,differences distinguishing and sorting of paragraphs.Creative questions include role play of characters and brain thinking.Evaluation questions mainly covers assessment of characters' characteristics,purport exploration and dilemma identification.3)Creative questions are vital in post-reading period,including speech,role play,imitation of creative events,predictions of the ending,flexible writing,decision-making and problems solving.Evaluation questions have gist evaluation and stand clarification.This research seeks to provide useful practical references and theoretical values to the cultivation of high-order thinking ability and question setting teaching method in senior high school.