Research On Question Design In English Reading Class Of Senior High School-based On The Cultivation Of Higher-order Thinking Ability

Senior high school English Curriculum Standard(2017 Edition)points out that English Curriculum in senior high school has important educational functions.It aims to cultivate students’ core literacy,such as language ability,cultural awareness,thinking quality and learning ability,and realize the basic task of cultivating people by virtue.In this context,the cultivation of higher-order thinking ability is particularly important for improving students’ thinking quality.Taking Bloom’s taxonomy of educational objectives as the theoretical framework,this paper investigates and analyzes the current situation of the development and cultivation of senior high school students’ higher-order thinking ability,and summarizes the existing problems in the cultivation of students’ higher-order thinking ability in senior high school English teaching in order to study how to cultivate and develop students’ higher-order thinking ability in senior high school English teaching.The research also analyzes the necessity and feasibility of cultivating and developing students’ higher-order thinking ability in senior high school English reading teaching.To further understand the current situation,this paper analyzes the impact of the problems designed by teachers in English reading class on developing students’ higher-order thinking ability as the starting point,and studies the problem design of teachers.Through the analysis of the reading problem corpus collected from the front-line reading class,this paper summarizes the types of problems designed by teachers in the daily reading teaching that are conducive to promoting the development of students’ higher-order thinking ability,and also finds out the problems and their causes in the problem design of teachers in the reading class.Finally,combined with the survey results and the analysis of problem corpus,the corresponding countermeasures on how to design effective questions to promote the development of students’ higher-order thinking ability in the reading class are put forward.