A Study On The Effects Of Classroom Questioning In Reading To Students' Critical Thinking

The English Curriculum Standard for Senior High School(2017 Edition)clearly proposed to cultivate students' critical thinking ability,including both critical thinking disposition and critical thinking skills.For senior high school students,reading teaching is one of the most important ways to promote them to master knowledge,improve learning ability and cultivate their thinking.Questioning is a basic means of reading teaching,which is closely related to the development of thinking.Therefore,this paper aims to explore the effects of classroom questioning in English reading teaching on students' critical thinking ability in senior high school.The classroom questioning in this study includes four aspects,which are the type of questions,the way to answer questions,the correction of questions and the evaluation of questions.Specifically,the present study intends to find answers to two detailed research questions.Firstly,what is the effect of questioning in reading class on students' critical thinking disposition? Secondly,what is the effect of questioning in reading class on students' critical thinking skills?The experiment is carried out in two parallel classes in Grade One of a Senior High School in Shijiazhuang city,where a total of 121 students participate.Before the experiment,the classroom observation of English reading class in both two classes for one month is used to investigate the current situation of the classroom questioning in senior high school English reading teaching,and the results of the observation are used as the classroom questioning in the controlled class.During the three-month experiment,the classroom questioning used in the experimental class is designed from the type of questions,the way that students answer the questions,the teacher's correction on the students' answers,and the evaluation to the student after the questioning and answering.The controlled class still uses the traditional classroom questioning.After the experiment,the post-test of California Critical Thinking Disposition Inventory(CCTDI)and California Critical Thinking Skills Test(CCTST)are compared with the results of pre-test.In this study,SPSS 22.0 is used to analyze the data collected from the experiment,and the conclusion is drawn by independent sample T-test and paired sample T-test.Throughthe results and analysis of the data,it is found that classroom questioning in reading can not only cultivate students' critical thinking disposition,but also effectively promote the development of students' critical thinking skills.