A Study On The Effect Of Types Of Teacher Questioning On The Cultivation Of Students’ Critical Reading Ability In High School English Reading Teaching

Thinking quality is the crucial factor reflecting the characteristics of students’ thinking development in English core literacy,and its importance is self-evident.The core of thinking quality is critical thinking.While English reading class is regarded as one of the essential ways to cultivate students’ critical thinking.In English reading class,teacher questioning is one of the direct and effective ways to arouse students’ thinking about the problem.Teachers can use different types of questions to encourage students to use various cognitive ways to form their views and opinions.The highest goal of English reading class in high school is to cultivate students’ critical reading ability,which is mainly reflected in students’ ability to interpret and evaluate the information given in the passage.Critical reading ability and critical thinking ability complement and promote each other.So it is a feasible way to improve students’ critical thinking ability by improving their critical reading ability.Taking English reading class as the background,the author divides questions asked by teachers into six types,from low-level to high-level,based on the theory of Bloom’s target taxonomy.The first two types are low-level teacher questioning,and the last four types are high-level teacher questioning.The students and teachers in Grade two of high school were taken as the research subjects,and the methods of interview,questionnaire and experiment were used to conduct the research.90 students participated in the teaching experiment,which lasted five months,and 4English teachers participated in the interview.The main issues discussed in this study are as follows:(1)What is teachers’ understanding of the role of types of teacher questioning in the cultivation of critical reading ability?(2)What is the influence of adding the number of using high-level types of teacher questioning in reading teaching on students’ interpreting ability?(3)What is the influence of adding the number of using high-level types of teacher questioning in reading teaching on students’ evaluation ability?In this study,the author first selected eight reading comprehension passages from the English exercise book,which is suitable for senior high school students as the pre-test paper of this teaching experiment,and tested the students who participated in the teaching experiment.The results were taken as the pre-test reading scores of the students.At the same time,the author issued the questionnaire of the students’ self-assessment ability test.The results of this questionnaire were taken as the results of the pre-test students’ self-assessment.During the teaching experiment,the author interviewed four teachers in the English group of Grade Two about the role of types of teacher questioning in the cultivation of students’ critical reading ability.In the premise of ensuring the same objective conditions such as teachers and textbooks in the two classes,the frequency of each type of teacher questioning in the reading class of the control class was the same as usual.In contrast,the use of the higher-level type of questioning was increased in the experimental class.After the teaching experiment,the post test questions were tested in the two classes,and the self-assessment questionnaire of students’ critical reading ability was distributed again.The post-test data were collected and the pre-test and post-test results of the two classes were quantitatively analyzed to check whether the reading scores of the experimental class.The self-assessment scores of reading were improved after the experiment.The purpose of the students’ self-assessment questionnaire is to explore students’ understanding of their critical reading ability before and after the experiment.The data obtained serves as the supplementary data of this teaching experiment.The result of the research shows that:(1)High school English teachers attach great importance to the role of teacher questioning in cultivating students’ critical reading ability in English reading class,but the classification of teacher questioning types is not very clear.(2)After the teaching experiment,the interpreting ability and evaluation ability of the experimental class have been significantly improved,and the improvement of interpreting ability is mainly reflected in using inferences to judge whether the viewpoints in the text are correct or not.(3)The results of self-evaluation questionnaire show that high school students have a certain judgment on their critical reading ability and most of the students think their weakest critical reading skills is the ability to distinguish between the primary and secondary points of view expressed by the author.Teaching should be based on the students’ existing level.