A Study Of Questioning Optimization In High School English Classroom From The Perspective Of Taxonomy Of Educational Objectives

As an indispensable part of English teaching,classroom questioning plays an essential role in achieving teaching objectives and improving classroom efficiency.The National English Curriculum Standards for General High School(2017 Edition)clearly states that teachers should be skillful in asking questions at different levels,so as to improve students' thinking abilities from low to higher level.This suggestion not only affirms the effect of classroom questioning on the development of students' thinking abilities,but also points out the significance of questions at different levels in teaching practice.In 2001,Anderson and other researchers revised the Bloom's Taxonomy of Educational Objectives Theory by improving the classification of educational objectives of the cognitive domain.It is highly consistent with the requirement which proposed by The New Curriculum Standards.Based on reading classes in senior high school,this study will explore the ways for optimizing the classroom questioning from the perspective of the revised Bloom's Taxonomy of Educational Objectives Theory.On the basis of the relevant studies at home and abroad,the Classroom Observation Scale of classroom questioning is designed.To find out the deficiencies of classroom questioning in high school English reading teaching,the author observes and records the English reading lessons which are served as the research subjects with the help of Classroom Observation Scale.Then,interview is conducted after class to comprehensively analyze and explore the reasons which cause the existing problems.Lastly,targeted suggestions are proposed to optimize the efficiency of reading teaching and improve students' thinking ability and comprehensive ability for language use.It is proved from the research results that the proportion of lower-order thinking questions is much higher than that of the higher-order thinking questions.For example,teachers ask too many “understanding” and “applying” questions.However,few “analyzing” and “creating”questions are raised in reading teaching.Meanwhile,the answering ways and feedback of teachers are negatively influenced.For instance,teachers frequently use the form of chorus answer when asking questions and the way of self-answering is also common in reading teaching.Besides,most of the teachers' feedback is lack of targeted.There is no doubt that students' learning enthusiasm and initiative cannot be inspired.To improve the effectiveness of classroom questioning,the author proposes the following three implements for English teachers.Firstly,teachers should design questions at different levels according to the six objectives of the Bloom's Taxonomy of Educational Objectives Theory;then,the waiting time and answering ways could be adjusted based on the objectives at different levels;finally,teachers are supposed to make their feedback more specific on the basis of the realization of teaching objectives.