An Empirical Study On The Impact Of Classroom Questioning Model On Students’ English Critical Reading Ability In Junior High Schools

As quality education reform continues to advance,the cultivation of critical thinking ability has become the focus in the field of curriculum reform and English teaching.At present,more and more English teachers are recognizing the necessity of developing students’ critical thinking ability.However,most teachers only focus on specific reading or writing classes,and the classroom questioning session,which accounts for a large proportion of classroom teaching,is often ignored by teachers.After reviewing lots of references,the author discovers that there exists many researches on the critical thinking ability of high school and college students,but relatively few researches on that of junior high school students.Therefore,the author tries to carry out an empirical investigation into the impact of classroom questioning model on students’ English critical reading ability in junior high schools.Based on schema theory,social constructive teaching theory and dialogue theory,the author constructs the four-level classroom questioning and applies it into English reading teaching,and attempts to study its impact on students’ English reading performance and their English critical reading ability.The author selects two parallel classes in the eighth grade of West Airlines Secondary School in Xi’an,and conducts a three-month teaching empirical study.By adopting tests,questionnaires,classroom observation,and structured interview,the author tries to answer the following two research questions:(1)Can the use of the four-level classroom questioning improve students’ English reading performance?(2)Can the use of the four-level classroom questioning improve students’ English critical reading ability? The author analyzes the data and draws the conclusion that English reading teaching based on the four-level classroom questioning can improve students’ English reading performance and English critical reading ability,which mainly includes the ability of guessing and predicting,analyzing and interpreting,summarizing and writing,and the ability of evaluating and self-reflecting.This thesis has some certain reference value for scholars and teachers in the educational field on how to cultivate students’ critical reading ability.