A Study Of Bloom’s Taxonomy Of Educational Objectives In Classroom Questioning Of Senior High School English Class

Questioning is not only an important means for teachers to achieve teaching objectives,but also an extremely significant way to promote the interaction between teachers and students in the classroom.In English teaching,classroom questioning can provide students with a lot of language input.At the same time,it also can facilitate students’ learning with output of the target language.The Revised National English Curriculum Standard for Senior High School(shortened as The Standard,2017)points out that being a course of learning and using English language,English Curriculum in senior high school aims to lay a good foundation for students’ continuous learning and lifelong development.As a language subject,English is both knowledgeable and pragmatic.Teachers are required not only to explain language knowledge,but also to create a certain language environment.Classroom questioning is an indispensable component of teachers’ discourse.When students’ language development is unbalanced,different levels of English learning occur.Teachers will ask different cognitive questions in the class,which will affect students’ English learning and development to a certain extent.This paper takes ten English lessons from senior high school as the research participants to study their questioning based on the revised Bloom’s Taxonomy of Educational Objectives.Through classroom observation and audio transcription,the research analyzes the teachers’ classroom teaching discourse to answer the following three questions:(1)What are the distribution characteristics of different cognitive questioning in senior high school English classes?(2)What are the representative forms and characteristics of different cognitive questioning based on Bloom’s Taxonomy of Educational Objectives?(3)What is the relationship between teachers’ different cognitive questioning and students’ answers?Through the analysis of the number and distribution of teachers’ questions,teachers generally are aware of the importance of classroom questioning.However,what stands out is that the number and distribution of questions are different.It manifests that the number of teachers’ questions ranges from 65 to 110 in each lesson.Remembering and Understanding questions account for 78%,Applying and Analyzing questions account for about 14%,Evaluating and Creating questions account for less than 8%.Therefore,it can be concluded that the largest proportions of classroom questioning are lower cognitive questions,followed by medium cognitive questions,and higher cognitive questions are seriously insufficient.Then by further analysis of different cognitive questioning,the author selects some teaching fragments and summarizes the representative forms and characteristics of different cognitive questioning,hoping to provide references for English teachers’ classroom questioning.Moreover,by exploring Understanding and Analyzing questions,Applying and Creating questions,the author discovers that higher cognitive questions are based on lower cognitive questions,which is in line with students’ cognitive development.Finally,based on the above research,the author detects that there is a certain correlation between teachers’ questioning and students’ answers.When teachers ask lower cognitive questions,students’ answers fall within scope of no answer,“yes” and“no”,Chinese and single words or phrases.As for medium cognitive questions,there are some simple sentences in addition to words or phrases.When it comes to higher cognitive questions,students’ answers have more sentences,even including longer and more complex sentences.In conclusion,classroom questioning should involve different levels of Bloom’s Taxonomy,more higher cognitive questions need to be designed and proposed according to the teaching objectives and students’ cognitive development so as to improve students’ comprehensive language use,train students’ application and innovation ability to meet the requirements of the New Curriculum Standard and construct talent-cultivated reasonable classroom discourse activities.