A Study On The Correlation Between Teacher Questioning In English Reading Class And Junior High School Students' Critical Thinking Dispositions

With the concept of core competences being put forward,the cultivation of students' critical thinking has become one of the goals of education reform in recent years.Critical thinking ability is an important thinking ability that students should have.In recent years,more and more teachers begin to pay attention to the cultivation of this ability.Critical thinking includes critical thinking dispositions and critical thinking skills,the former is generally considered as the driving force of the latter.Teacher questioning is an effective teaching method and a basic form of interaction in classroom teaching.Teacher questioning can not only diagnose teaching,but also inspire students' thinking and cultivate students' thinking ability.Moreover,different types of teacher questioning have different effects on students' critical thinking.So far,scholars at home and abroad mostly focus on one of teachers questioning and critical thinking,but there are relatively not many researches on the combination of teacher questioning and critical thinking.The study selects four English teachers and 250 students from grade two of Mudanjiang X Junior High School as the research objects.In order to increase the reliability of this study,the researcher first observes the reading classes of four selected English teachers,and then gives a Chinese Version of California Critical Thinking Disposition Inventory(CCTDI-CV)test questionnaire to 250 junior two students of the four classes to know the situation of students' critical thinking dispositions.Finally,the four English teachers are interviewed.At the same time of classroom observation and recording,the research makes statistics and arrangement on the distribution of different types of teacher questioning in the current English classroom.The research systematically analyzes the data obtained through the classroom observation,questionnaire survey and teacher interview.Based on the types of teacher questioning and students' critical thinking dispositions,this thesis focuses on the following three questions: 1.What is the current situation of teacher questioning in junior high school English reading class? 2.What is the currentsituation of junior high school students' critical thinking dispositions? 3.What are the correlation between different types of teacher questioning and students' critical thinking dispositions?From the research results,it can be known that in junior high school English class,teacher questioning is uneven,and slightly more at the high cognitive level.The results of questionnaire test show that the overall critical thinking dispositions of students is relatively low,but the students' critical thinking is stronger in that class where teachers put forward much higher cognitive level questions.Finally,through the sorting,analysis and comparison of the data,it is concluded that there is a significant correlation between types of teacher questioning and students' critical thinking dispositions,and six different types of teacher questioning have different correlations with students' critical thinking disposition as well as its seven sub-scales.Through investigation and analysis,this study discusses the correlation between teacher questioning in English reading class and junior high school students' critical thinking.The researcher hopes that this study can improve the attention of junior high school English teachers to the cultivation of students' critical thinking and make teachers think how to design appropriate types of teacher questions effectively to guide students to think critically,as well as provide some reference for the cultivation of critical thinking ability and related research.