An Application Of Teacher Questioning Based On Bloom's Cognitive Process Dimension To Senior High English Reading Class

As an overriding language input for students,reading plays a significant role in English teaching.Teacher questioning,as an important teaching form in English reading class,can enhance teacher-student interaction and promote students' language output and language acquisition.However,in the actual English teaching,the low cognitive thinking level of teacher questioning leads to students' low reading ability and class participation.Therefore,in order to improve students' reading ability and class participation,it is necessary to apply teacher questioning concerned with cognitive level to senior high English reading class.The cognition domain in the updated version of Bloom's Taxonomy of Educational Objectives includes six cognitive process dimensions from low-level to high-level: Remember,Understand,Apply,Analyze,Evaluate and Create,focusing directly on students' cognitive thinking level(Anderson,2001).Teachers can ask questions of different cognitive dimensions to promote the development of students' cognitive thinking ability.According to literature review,application researches of teacher questioning based on Bloom's Cognitive Process Dimension to senior high English reading class are insufficient and can be further explored.The research object of this study is the application of teacher questioning based on Bloom's Cognitive Process Dimension to senior high English reading class.The theoretical foundation is Bloom's Taxonomy of Educational Objectives(2001).Questionnaires,pre-test and post-test,interview and classroom observation were utilized as research instruments to answer three research questions.This research aims at exploring the influences of applying teacher questioning based on Bloom's Cognitive Process Dimension on students' English reading ability and class participation.It is also designed to investigate students' attitudes towards the application.In this study,students from two parallel classes in Grade One of a senior high school in Dalian were selected as research participants for one semester teaching experiment.In the experimental class,teacher questioning was guided by Bloom's Cognitive Process Dimension,covering all six dimensions.The control class was still taught according to the traditional reading teaching mode and teacher questions did not involve high cognitive process dimensions,such as Evaluate and Create.Based on data analysis,teacher questioning guided by Bloom's Cognitive Process Dimension had application value and positive influences on improving students' English reading ability and stimulating their class participation.Students demonstrated positive attitudes towards its application in the reading class.However,due to the limitations of the author's knowledge and objective conditions,this study still needs to be improved in the design of classroom observation table and questionnaires.In view of the above research results,suggestions for further research on English reading teaching are provided.