| Since the promulgation of New Curriculum Standard for Senior High School English(2017),the cultivation of thinking quality has become the focus of English teaching.It is clearly pointed out in the curriculum standard that teachers should help students gain,explain and understand the meaning of discourse through English learning,express personal views,intentions and emotional attitudes,and develop divergent thinking and critical thinking.The acquisition of discourse knowledge in reading class is the basis of developing language competence,and classroom questioning is an indispensable means in teachers’ daily English teaching.Therefore,well-designed English classroom questioning can promote students’ effective learning and cultivate their thinking quality.By reviewing the literature,the author finds that classroom questioning has a positive effect on the cultivation of thinking quality in English reading classes.However,whether teachers can effectively use classroom questioning to cultivate students’ thinking quality still needs a more in-depth investigation.Thus,this study intends to answer the following two questions:(1)What is the current situation of teachers’ questioning aimed for students’ thinking quality cultivation ?(2)What are the reasons for the current situation?This research adopts the methods of classroom observation,case analysis,questionnaire survey and interview.It is mainly conducted during the author’s internship in Jinan University Town Experimental Senior High School.First of all,the author recorded the number and types of questions asked by eight English teachers in reading class.Then,the author further analyzed the situation of teachers’ reading classroom questioning design through the questionnaire for students.Finally,through teachers’ questionnaire and interview,the author found some problems in questioning design and explored the factors for them,and then put forward some suggestions.Through the investigation,it is found that teachers can design different types of questions in reading class to improve students’ thinking quality.However,most of the questions focus on the cultivation of low-level thinking,while the cultivation of high-level thinking is relatively ignored,especially the cultivation of critical thinking and creative thinking.Moreover,the main reasons for the situation are explored.Firstly,language level and thinking level of students are important factors that affect teachers’ designing of classroom questioning.Secondly,senior high school ignores the cultivation of thinking quality and teachers’ understanding of thinking quality needs to be improved.Thirdly,the tightly-scheduled teaching tasks and limited class hours give rise to a lack of time to cultivate students’ thinking.In order to cultivate students’ thinking quality by questioning,teachers need to strengthen the study of thinking quality in daily teaching,optimize the design of classroom questioning and change the knowledge-oriented traditional teaching mode. |
