A Survey On Questions Asked In High School English Classes Based On The Cultivation Of Thinking Qualit

The rapid development of high-tech has put forward higher requirements on the quality of talents.The international community is vigorously advocating new talents with innovative consciousness,creative ability,critical thinking and problem-solving ability.The cultivation of these abilities is closely related to the thinking quality.The General High School English Curriculum Standards(2017 Edition)closely follows the trend of the times,and for the first time incorporates thinking quality into the core competence,which links English subject with intellectual development,and emphasizes the relationship between language and thinking.In daily teaching,questioning is the most effective way to promote the development of thinking quality.Based on cognitive objectives classification of Anderson and interaction theory,this study investigates the current situation of class questioning based on the cultivation of thinking quality in high school English classes.The author selects some teachers and students from a county-level high school in L City,Shandong Province as the respondents,and uses the research methods combining classroom observation,questionnaire survey and semi-structured interview to try to answer the following three questions:(1)What is the current situation of classroom questioning practice in high school English class based on the cultivation of thinking quality?(2)How about the teacher’s cognition of thinking-oriented classroom questioning? Are teaching practice and cognition consistent?(3)What are the current problems in classroom questioning based on thinking orientation,and what are the causes?The research results show that:(1)The classroom questioning practice based on the cultivation of thinking quality in senior English classrooms is still in its infancy,and the overall practice effect is not good.In order to use questioning as a way of developing thinking quality,teachers still need to continue to hone in practice and continuously improve their teaching technique.(2)Overall,teachers have positive cognition about classroom questioning based on the cultivation of thinking quality,but teachers’ perception do not effectively guide teaching practice.(3)It is found that there are the following problems in high school English classroom questioning based on the cultivation of thinking quality: firstly,the types of questions are relatively single,showing its low-level nature;secondly,teachers ignore the subjectivity of students;thirdly,lack of discussion;fourthly,teachers’ perception of classroom questioning and thinking quality is incomplete and inadequate.These problems are mainly due to the lack of theoretical study and teaching practice guidance,the low degree of student participation and the lack of a bottom-up thinking quality training system.Based on the results,the study suggests that education departments,schools,teachers and students should work together to overcome the current predicament,take a series of workable measures from top to bottom in order to change the current situation of classroom questioning,and improve the thinking-oriented questioning skills of front-line teachers,so that the school can cultivate talents with rationality,critical thinking and innovative consciousness for the society.Obviously,due to the restrictions of time,location and other conditions,this study has some shortcomings,such as the small sample size of the respondents,and the incomplete sample of lesson types.But overall,this research has achieved the expected goals,answered the three research questions satisfactorily,showing the current situation of cultivating thinking quality with questioning strategies and its existing problems,which can be useful for English teaching based on thinking quality cultivation.