A Study Of Teachers' Classroom Questioning And The Development Of Learners' Critical Thinking Ability In High School English Reading Teaching

The High School English Curriculum Standards(2017)started a new journey for the reform of English curriculum in senior high schools.The English curriculum objectives has added the training of the core competence of the subject.Among them,core literacy includes thinking qualities,and critical thinking is an important part of thinking qualities.According to Bloom's educational goal classification theory,critical thinking is the high level of cognitive thinking that includes analysis,evaluation,and creation.Cultivating students' critical thinking ability can not only improve students' thinking ability,but also affect their academic performance.Classroom questioning is the most commonly used teaching activity in the teaching process.One of the goals of teachers' classroom questions is to cultivate students' thinking.Teacher's classroom questions are closely related to the development of students' thinking quality.Critical thinking is the core of thinking quality.From the perspective of domestic and foreign research,most research studies critical thinking and classroom questions separately.There are few studies on the combination of the two.Therefore,the author combines English reading teaching,teacher classroom questions and critical thinking,then uses 55 students in the first grade of high school as the research object and uses the questionnaire survey method and classroom observation and teaching experiment.There are three main research questions:(1)What is the level of critical thinking ability of high school students?(2)How about the use of classroom questioning in high school English reading class?(3)How to improve high school students' critical thinking ability through classroom questioning?According to the questionnaire,classroom observation and the reading comprehension test s cores before and after the teaching experiment,collect,summarize,analyze and discuss.Through the analysis and discussion of the data collected by the questionnaire survey,it is found that the critical thinking ability of high school students is generally weak,and they are not inclined to think critically.Through classroom observation,it is found that the types of classroom questioning used by teachers are mainly low-cognitive questions,and they are not conducive to the development of students' high-level thinking.In view of the above situation,the author conducted two months of English reading teaching of targeted classroom questions.Through the comparison of the before and after reading comprehension test results,it was found that the post-test results were significantly improved,proving that the high cognitive level classroomquestions are beneficial to students' critical thinking.The development of thinking ability is conducive to improving English reading performance.This study cultivates students' critical thinking skills through classroom questions,and provides a certain reference for teachers to implement the critical thinking of students through classroom questioning.I hope that teachers can be inspired by them and strengthen the attitude of cultivating students' critical thinking ability,change the teaching mode,promote the development of students' thinking ability and improve students' academic performance.