A Case Study On The Improvement Of Questioning Cycle In English Reading Teaching In Junior Middle Schools From The Perspective Of Higher-order Thinking

In the context of economic globalization,continuous progress has been made in education reform.With the requirements and development of the times,English teaching has become increasingly prominent.However,the inherent demand for cultivating students’ thinking quality in English teaching contradicts the current traditional English classroom teaching methods.How to improve the teaching quality of teachers and promote the development of students’ thinking ability has become a hot topic and primary task for scholars.In order to have a detailed and in-depth understanding of the changes in the quality of questions asked by teachers in English reading classroom of junior middle school,based on Bloom’s educational objective taxonomy theory,constructivism theory,and zone of the proximal development as the theoretical support to conduct a study of questioning strategies in English reading classroom of junior middle school from the perspective of higher-order thinking.Three English teachers in a middle school in Xiangyang,Hubei Province are selected as the research objects,with a further analysis in their questions of reading classroom.Through classroom observation and teacher interview,the research explores the present situation of questioning in English reading classroom of junior middle school,then intervenes the models of questioning.Conducting this circulation three times for improving the quality and quantity of questions asked by the three teachers and thus inspiring students to think deeply,and optimizing questions which are worth of thinking and meaningful to trigger the divergence and collision of students’ thinking sparks.It is found that the number of higher-order thinking questions and the participation rate of students are gradually increasing,while the number of low-order thinking questions is decreasing,which indicated that the research on improving classroom questioning cycle,to some degree,can promote the quality of teachers’ questions.In addition,we found that teachers’ awareness of lesson study has been strengthened through the interview of three participants.The research throws much light on the three teachers’ improvement track of questioning in reading class in order to provide effective strategies and methods to promote the quality of English teachers’ teaching ability,expecting to offer reference and guidance for the professional development of English teachers in junior middle schools.