A Research On The Current Situation Of Teacher Questioning In English Reading Classes Based On Cultivation Of Thinking Quality In Senior High Schools

English teaching and learning can promote development of students' thinking.In National Curriculum for Common Senior High Schools(2017 Edition)issued by the Ministry of Education,cultivation of thinking quality was clearly set as one of the major objectives of English learning and teaching for the first time.Thinking quality refers to the ability and level of thinking in terms of logic,criticism and creativity.Specifically,it includes observing,comparing,analyzing,inferring,generalizing,constructing,critiquing and creating.In English reading teaching and learning classes,cultivation of thinking quality is one of the most important teaching objectives and teacher questioning is one of the most essential teaching tools to promote development of students' thinking quality.However,in researches on questioning in reading classes,most of them focused on types,strategies and feedback of teacher questioning while there are very few researches on the thinking quality.Therefore,based on Bloom's cognitive taxonomy,a research on teacher questioning in reading classes from the perspective of thinking quality in senior high schools is conducted.In this research,167 students and 13 teachers from a senior high school of Chengdu are chosen as research objects,and classroom observation,questionnaires as well as an interview are taken as research instruments to investigate and analyze thecurrent situation of teacher questioning in English reading classes and reasons for the problems of teacher questioning.Through analysis and discussions of the collected data,the research found: the teachers' questioning lacks cultivation of analyzing,inferring,critiquing and creating.Most teachers' questioning is at the level of remembering and understanding while the number of teachers' questioning at the level of analyzing,evaluating,creating is very small.The research revealed main reasons for insufficient cultivation of the thinking quality in reading classes: 1)Although most teachers believe that teachers can cultivate thinking quality through teacher questioning in English reading classes,some teachers' reserves of theoretical knowledge about teacher questioning and thinking quality are not enough.Therefore,they cannot integrate the concept of thinking quality into designing questions.2)Influenced by examination-guided environment,some teachers spend more time on language knowledge.Questioning at the level of analyzing,evaluating and creating in reading classes are regarded as time-consuming and hard to control.This research suggests that English teachers in senior high schools should strengthen thinking quality learning and consciously incorporate the concept of cultivating thinking quality into reading teaching and learning classes.When designing questions for reading classes,teachers should reasonably allocate the proportion of questioning at different levels,using questions to promote development of thinking,guiding students to read from shallow to deep,and better cultivating students' thinking quality.