Research On Teacher Questioning In Senior High School English Reading Classes From The Perspective Of Thinking Quality

The National English Curriculum Standards(2017)aims to cultivate and develop students' core competencies such as,language ability,culture awareness,learning ability and thinking quality.The cultivation of students' thinking qualities has attracted a lot attention,while it is regarded as an important part of English reading teaching.In English reading teaching,teachers' questions can exercise the agility and flexibility of students' thinking,promote the complexity of thinking and stimulate the creativity of thinking.Therefore,teacher's questioning in English reading classroom plays an irreplaceable role in cultivating students' thinking qualities.This paper attempts to investigate the present situation of teachers' questioning aimed at cultivating students' thinking qualities in English reading classes,and then to provide realistic and practical suggestions for realizing the goal of improving students' thinking qualities.Three English teachers and three classes' students in senior two at different levels were taken as the research objects,and the English reading classes were recorded and transferred by means of classroom observation,and the questioning was studied on the basis of Bloom's Taxonomy of Educational Objectives.Then,in order to get deep understanding of teachers,the author conducted face-to-face interviews with the three teachers.The study will go around three research questions: In Englishreading classes,(1)What are the types and percentages of questions asked by teachers?(2)What are the differences of teachers' questioning to students of different levels?(3)What impacts does teachers' questioning make on students' thinking quality?The results show that the most asked questions by teachers in classes are display questions,followed by reference questions and evaluation questions.Teachers' questioning in reading classes is different for students of different levels,such as the distribution of questions,the total numbers of questions,especially the question designing.Teachers' questioning in English reading classes can promote the development of students' thinking qualities.But,more emphasis is placed on the cultivation of low-level thinking quality,such as combing and summarizing information,analyzing and judging the logical relationship of information,and correctly evaluating all kinds of ideological viewpoints.However,the cultivation of high-level thinking quality is insufficient,such as creative views,independent thinking and innovative thinking in English.Based on the above results,the author puts forward some suggestions for English reading classroom questions aimed at cultivating thinking quality: English teachers should strengthen their awareness of cultivating students' thinking quality;teachers should reasonably adjust the proportion of the three kinds of questions in the class;suitable questioning strategies and skills should also used by teachers according to the real situation;teachers' positive feedback is more conducive to students' learning.