A Study Of Teachers' Questioning In Junior Middle School Online Quality English Reading Classes Based On Bloom's Taxonomy Of Educational Objectives

Since the outbreak of the novel coronavirus pneumonia,network courses have become the mainstream teaching medium.The study of teachers' discourse in network high-quality courses can help us researchers objectively understand the teaching mode and characteristics of network courses in order to further improve the quality of network courses.The activity of YI SHI YI YOU,carried out by the General Office of the Ministry of Education on July 9,2014,aims to establish high-quality network teaching resources database covering all stages of basic education in our country.Therefore,this thesis focuses on teachers' questioning in junior middle school online quality English reading classes on the platform YI SHI YI YOU to investigate the network teaching quality and pursuit the professional development of English teachers online.Bloom's taxonomy of educational objectives has been world widely applied in English classes since its birth in 1956,and reading is a cognitive process involving continuous conception,confirmation,imagination and inference.Therefore,Bloom's taxonomy is the main framework to investigate junior middle school English teachers' questioning in network reading classes.Four research questions are raised as follows: Firstly,what is the overall distribution(The frequency and proportion of each questioning type.)of six questioning types? Secondly,what is the distribution difference of six questioning types among different grades? Thirdly,what is the relationship between questioning types and questioning forms? Fourthly,what is the influence of six questioning types on students' oral output? The research data is obtained through the audio transcription of nine junior middle school online quality English reading classes from the platform YI SHI YI YOU.Based on the analysis of the data collected by audio transcription,conclusions are summarized as follows:(1)Comprehension questions have the largest proportion and frequency,followed by knowledge questions,application questions,analysis questions,evaluation questions and synthesis questions.From the aspect of students' cognitive levels,the proportion and frequency of low-level cognitive questions is much higher than that of high-level cognitive questions.(2)In terms of the total number of questions asked in different grades,on average,the questions asked in Grade 8 are the most,followed by those in Grade 7 and Grade 9.In terms of the questioning structures,the questioning structures of the three teachers in Grade 8 are similar and are quite different in Grade 7 and Grade 9 respectively.(3)“Wh-,How” questioning form is used most frequently in all the six questioning types.In knowledge questions and comprehension questions,all the five questioning forms are involved.In application questions,all the five questioning forms are involved except inter-translative questioning form.In analysis questions and synthesis questions,only two questioning forms are involved which are “Wh-,How” questioning form and “Yes/No” questioning form.All the evaluation questions are asked in “Wh-,How” questioning form.It indicates that the questioning forms of some questioning types are relatively simple,especially the diversity of high-level cognitive questions needs to be strengthened.(4)The quantity of students' language output elicited by knowledge questions,comprehension questions and application questions is apparently lower than that elicited by analysis questions,synthesis questions and evaluation questions.That is,high-level cognitive questions can usually elicit more oral output from students when compared with low-level cognitive questions.