A Study On The Teachers' Questioning Of High School English Reading And Students' Critical Thinking Disposition

Critical thinking has long been listed as an indispensable ability in foreign countries.In recent years,it has become more and more important in China.Under the quality education,it was especially important for cultivating critical thinking of students.There were many different factors that influenced the cultivation of critical thinking.This paper mainly studied whether there was a clear relationship between the teachers' questioning in high school English reading class and the critical thinking of students.Through classroom observation,interviews,questionnaires and other methods,this paper tried to know the situation of teachers' questioning in high school English reading class,and analyze whether there was relationship between teachers' questioning and critical thinking of students.This research focuses on teachers' questioning and students' critical thinking,aiming to explore the following three questions:1.What is the distribution of teachers' questioning types in high school English reading classes?2.What is the current state of students' critical thinking disposition in high school?3.What is the relationship between the types of teachers' questioning and the students' critical thinking disposition in high school?The subjects of this study were seven English teachers and seven classes of students in grade two of Experimental Middle School of Shanxi Normal University.The author made a classroom observation for more than one month(seven weeks),and recorded each question in the reading class in real time.And the author wrote down the number of questions asked for each types of question,as well as the proportion of the total number of questions to analyze the teachers' questioning.Then the author interviewed the teachers' opinions on the questioning after class.Finally the author gave the students the questionnaire of the California Critical Thinking Disposition Inventory(CCTDI2000)revised by the teacher Lu Ziwen combined with the California Critical Thinking Disposition Inventory(Chinese Version)(CCTDI-CV).And the author collected data and analyzed.The author analyzed and summarized the data collected,that was found that: 1.In the high school English reading class,the teachers' questioning were basically distributed on the low cognitive level and less high cognitive questions;2.The high school students' overall critical thinking disposition was normally distributed.Most of them(97.71%)were in a stateof contradiction,and there were few people(2.29%)who were particularly strong or weak.3.There was a significant correlation between the types of teachers' questioning and the critical thinking disposition of high school students.The more high cognitive questions have been asked,higher scores of students' critical thinking disposition.Different types of questions and different dimensions of critical thinking have different correlations.Because of the limitations of the teachers and the current academic situation,most of the questions asked by the teachers focused on the implementation of basic knowledge and basic skills,ignoring the importance of cultivating students' critical thinking.However,with rapidly developing society today,it was very important to develop students' critical thinking.Therefore,teachers should strengthen their study,improve their professional quality,and set up questions scientifically and rationally.It was necessary for students to understand the basic knowledge and cultivate critical thinking and develop in a balanced way.