The Effect Of Teacher Questioning Types On Students’ Critical Thinking In Senior High School English Reading Teaching

Critical thinking is not only the core of skills in the 21^st century concerned by the educational circles at home and abroad,but also an important component and manifestation of thinking quality.As an important part of senior high school English teaching,reading teaching is also an effective way to cultivate students‘critical thinking.During the process of senior high school English reading teaching,teacher questioning is not only a bridge of communication and interaction between teachers and students,but also an important way to cultivate students‘critical thinking.Therefore,it is of great significance to study the use of different types of teacher questioning in senior high school English reading class,which not only help students gradually have a literal understanding of the text,but also encourage students to understand the connotation of the text through analyzing,inferring and evaluating,so as to improve students‘critical thinking and English reading achievements.Based on Bloom‘s Taxonomy of Educational Objectives,Constructivism and Zone of Proximal Development theory,the researcher chose 93 students of grade one from a senior high school in Qing Yang as research subjects,used critical thinking skills test and English reading test as research instruments and discussed two questions.First,can teacher questioning types have an impact on students‘critical thinking in senior high school English reading teaching?Second,can teacher questioning types improve students‘English reading achievements in senior high school English reading teaching?In the experimental class,the researcher designed different types of teacher questioning,including remembering,understanding,applying,analyzing,evaluating and creating questions.The researcher not only intended to guide students to have a literal understanding of the text,but also wanted to encourage students to infer,analyze and evaluate under the guidance of teacher questioning,so as to make students understand the connotation of the text and facilitate the development of students‘critical thinking.At the end of the experiment,with the help of SPSS.23.0,the data obtained by independent sample T test and paired sample T-test were analyzed.The results showed that the higher the cognitive level of the teacher questioning type is,the more conducive to the development of students‘critical thinking,including analyzing,inferring and evaluating ability.At the same time,higher level teacher questioning types can improve students‘English reading achievements more effectively.Specifically speaking,students‘reading achievements of―detail comprehension questions‖,―inference questions‖,―main idea questions‖,―evaluation questions about the author‘s opinion and attitude‖and―guessing meaning questions‖all have been improved significantly.The results of this thesis have implications for the application of different types of teacher questioning in the cultivation of critical thinking and English reading teaching.This method enables teachers to realize that higher level teacher questioning types will affect the cultivation of students‘critical thinking more obviously,improve students‘English reading performance and improve teaching effectiveness more effectively,so as to improve teachers‘awareness of improving students‘critical thinking through different types of questions,balancing questions of different thinking levels and improving their own thinking level.