A Study On Questioning In Reading Class Of English Teacher In Senior High School From The Perspective Of Thinking Quality

The English Curriculum Standard for Ordinary High Schools(2017)points out that thinking quality refers to the ability and level of thinking in terms of logic,criticism and creativity.It is one of the training objectives of senior high school English curriculum.Questioning is the most commonly used teaching method in English reading teaching,and it is also an important tool to inspire students’ thinking.However,in the normal senior high school English reading teaching,there is still room for most teachers strengthening their emphasis on the cultivation of thinking quality and improving the use of questioning to cultivate students’ thinking quality.Based on this,this study takes the demonstration class in11 th National Senior High School English Classroom Teaching Demonstration and Observation Activity as examples to discuss teachers’ questioning in senior high school English reading class,aiming at analyzing questioning that can promote students’ development of thinking quality and guiding normal class teaching.This study tries to answer the following questions:1.What is the overall situation of the use of teacher’s questioning in high school English reading demonstration class from the perspective of thinking quality?2.What is the situation of the use of teacher’s questioning based on the cultivation of students’ thinking quality in different reading stages indemonstration class?In order to solve the problems,the author selected ten teachers as observation objects,and used the classroom observation scale to collect data from aspects of questioning types,response ways of questioning,questioning modification strategies,waiting time and questioning feedback.In addition,through the transcription of classroom videos and based on the teaching cases of teachers in demonstration class,this paper discusses the influence of teacher’s questioning on the cultivating students’ thinking quality in reading teaching and understands the situation of teachers’ use of questioning to cultivate students’ thinking quality in English reading demonstration classes.Through the statistics and analysis of the data,the research found that the proportion of lower order thinking questions and higher order thinking questions is relatively reasonable.Teachers can ask questions at different cognitive levels to promote the development of students’ thinking quality.Teachers tend to adopt the response way of answering in chorus and answering voluntarily,and try to avoid using self-answer which is not conducive to the development of students’ thinking.Teachers can use questioning modification strategies to motivate students to think about questioning according to students’ response to questioning.The questioning modification strategies which teachers apply most is prompting and probing.Teachers can give students more than 3 secondsto wait for most questioning so that students can have some time to think and organize their language.Teachers mainly give students positive feedback and less negative feedback which will discourage students from thinking and learning.According to the three stages of reading teaching,the research found that the questioning that promote the development of students’ thinking quality in reading teaching of demonstration class has hierarchical characteristics.The questioning in pre-reading activates the students’ pre-cognition and paves the way for students to cultivate their thinking quality.The questioning about combing and reasoning text information in while-reading cultivates the students’ logicality.The questioning about evaluating text content in post-reading cultivates the students’ criticism and creativity.