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

English course undertakes the tasks of cultivating students' basic English literacy and developing students' thinking ability.As a basic skill for contemporary students,critical thinking has aroused widespread concern from many scholars and front-line teachers at home and abroad.Besides,critical thinking disposition is considered to be the most important part of critical thinking.Since English reading teaching has the characteristics of diversity,flexibility and extensibility,English reading teaching can be used as the main course to enhance students' critical thinking disposition.As an important teaching activity,teacher questioning can not only promote the communication between teachers and students,but also develop students' thinking.At the same time,different types of teacher questioning can affect students' critical thinking disposition in different dimensions.So far,there are many researches on teacher questioning in English reading classroom and critical thinking disposition,but there are few studies combining the two.This study is an attempted exploration.First,the study selected 6 English teachers in the seventh grade of Yanan ShiYan Middle School and 260 students in the 6 classes they took as the research objects.Through classroom observation,the usage of 6 English teachers' teacher questioning types in English reading classes were analyzed and known.Secondly,a questionnaire was used to test the critical thinking disposition of 260 students.After that,SPSS17.0 software was used to analyze the correlation between the types of teacher questioning in junior high English reading classes and the critical thinking disposition of students.Under the guidance of the interactive hypothesis and the stimulus-response theory,this study analyzes and discusses the research results,and draws the following conclusions:(1)In the junior high English reading classes,types of teacher questioning are mainly about knowledge,comprehension and application,but scarcely about analysis,synthesis and evaluation;(2)The overall critical thinking disposition of junior high school students is relatively weak.Students have strong cognitive maturity,but they have a contradictory attitude towards open-mindedness,truth-seeking,curiosity,systematic ability,analytical ability,and self-confidence in critical thinking;(3)There is a correlation between types of teacher questioning and critical thinking disposition of students.And the correlation between different types of teacher questioning and different dimensions of critical thinking disposition is different.Finally,based on the research results,this study puts forward corresponding suggestions:firstly,teachers should participate professional skills training actively to improve questioning strategies effectively and set classroom questioning types reasonably;secondly,teachers should pay attention to the current situation of junior high school students' critical thinking disposition,and understand the correlation between types of teacher questioning and critical thinking disposition of students;thirdly,teachers should optimize the design of reading teaching on the basis of the correlation between types of teacher questioning in Junior high English reading classes and critical thinking disposition of students.Critical thinking has been one of the teaching objectives.The enhancement of students' critical thinking disposition by optimizing the types of teacher questioning provides some guidance and reference for the teaching practice of junior high English teachers.