A Study Of Question Design In Junior High School English Reading Classes From The Perspective Of Thinking Quality

The practicing of core competency is an important part to carry out national educational policy and the fundamental task of fostering character and civic virtue.Thinking Quality is a new concept of English core competency,which is focused on by more and more English teachers.English reading class plays an important role in cultivating students’ Thinking Quality.To foster students’ Thinking Quality,one of the main measures is that teachers need to make use of the design of problems in the classroom to lead students’ thinking from the lower level to the higher level.The research questions of this thesis are:(1)What are the types of questions in English reading class in junior school?(2)What are the effects of teachers’ different problem design on the cultivation of students’ thinking quality in reading classes?(3)How do junior high school English teachers design reading questions scientifically and rationally to cultivate students’ thinking quality?The author got involved in and completed the study while working in Taiyuan No.18 Middle school.After analyzing literature review and got the theories,the author first attended two teachers’ reading classes,recorded the types of teachers’ problems and the frequency of various problems in the reading class teaching,and calculated the proportion,in order to get to know different teachers’ question design styles.Two teachers were interviewed after showing the classes so as to understand different ideas of question design as well as Thinking Quality.Then,the author carries on the questionnaire survey to the students from two classes,in order to understand the students’ feedback about the question design of the English reading classes.Then the author analyzed the scores of 100 students in the discontinuous text reading section in the entrance test in Grade 9 and the same section of the test at the end of the term.The author compared the scores of the two classes before and after the experiment,and compared the improvement of the test scores of the two tests.The author combined the studying methods,and drew the main conclusions.The findings of this study are as follows:(1)In the reading class,there are three types of questions: display questions,referential questions and the evaluation questions.(2)Proper proportion of question design(nearly 17:2:1)is beneficial to develop students’ Thinking Quality and fostering students’ thinking logically,critically and creatively.Great emphasis should be put to referential questions and evaluation questions,especially for teachers in Grade 9.(3)The teacher ought to design various questions on the basis of the analysis of the content,structure and thoughts of the context.The teacher should also pay attention to the proportion of questions according to students.There are also some lessons from this study.In the proportion of question design,teachers should fully analyze the students,display questions should be more than 85%,referential questions should be about 10%,and evaluation questions should occupy 5%.Students should also read widely,develop a good habit of thinking,and reflect frequently.