Classroom Questioning And Cultivating Creative Thinking Ability In Senior English

Teenagers are the hope for the future of our country. The requirements of quality education and tasks and ideas of English curriculum ask teachers to develop students’ integrative language competent as well as their creative thinking ability.Effective classroom questioning is an important index to evaluate the validity of a lesson. This paper adopts literature research, questionnaire survey and testing to investigate the relationship between questioning and cultivating creative thinking ability. Based on Guilford’s divergent processing and transformation theory of creative thinking and Osborn’s related creative imagination theory, the author carries out teaching practice in class and sets questions in terms of course books, students’level, and text features. Questioning with the text features in class is to improve classroom instruction, strengthen reading teaching effect in particular, and cultivate senior students’creative thinking.This study has got several findings as follows:First, Guilford’s divergent processing and transformation theory of creative thinking and Osborn’s creative imagination theory are of positive significance; secondly, questioning with the text features in reading teaching can not only promote students’learning but also develop their creative thinking, as well as imaginary thinking, to a large extent; thirdly, creative thinking ability does not differ in gender among students, and their divergent thinking and imaginative thinking has nothing to do with gender. This research draws a conclusion that questioning with the text features can promote senior students’ creative thinking ability.