An Action Research Of Teacher’s Classroom Questioning In High School English Reading Based On Bloom’s Cognitive Objectives

At present,the general objective of English courses in ordinary high schools has changed from the development of students’ comprehensive language ability to further promote the development of students’ core English qualities on the basis of compulsory education(Ministry of Education,2018).Reading class is one of the important ways to develop students’ core English qualities.Through extensive reading,students can experience a variety of discourse and styles,learn various aspects of knowledge through reading,and open up their thinking.In this process,teachers mainly launch reading activities by the way of asking questions.It is obviously to see that a large number of senior high school students have no desire for English reading,and they just want to get the right answer in this process.Therefore,most students appear to be uninterested or confused in response to the teacher’s questions in class.They lack enthusiasm for reading,and do not deeply analyze the text with teacher-led questions.Hence,students’ participation in reading activities in class needs to be improved.In order to improve students’ ability of in-depth analysis of texts and increase their participation in reading activities,the author believes that Bloom’s cognitive objectives can be applied to assist teachers in asking questions in high school English reading class,with which teachers can put forword memory questions,comprehensive questions,applied questions,analytical questions,evaluative questions and creative questions respectively in different teaching links.During the practice,teachers are able to ask questions at different levels more accurately,and gradually improve students’ interest and enthusiasm in English reading.Therefore,this thesis is to study teachers’ questioning in high school English reading class based on Bloom’s cognitive objectives and aims to solve the three research questions that follow:(1)How to apply Bloom-based cognitive goal to assist teachers to ask questions in high school English reading class?(2)What is the influence of Bloom’s cognitive goal-based teacher’s questioning on high school students’ attitudes towards English learning?(3)What is the influence of Bloom’s cognitive goal-based teacher’s questioning on high school students’ English reading scores?In this thesis,45 students of a high school in Grade one are regarded as research objects.Through action research,supplemented by questionnaires,interviews and testing research,the thesis comes to the conclusion as follows: students have a better acceptance of the quesitons raised by teachers;it is beneficial to the intensification of students’ learning interest and learning attitude.In reading activities,students’ participation is improved,the number of times in answering questions is clearly increased,and and the content of the answers is more reflective than ever before.Students are more flexible in their use of reading methods;The testing results show that teachers’ questions based on Bloom’s cognitive goals play an effective role in guiding students’ reading comprehension.It has steadily improved students’ reading scores and further improved their reading level.Therefore,it is of great practical significance to combine Bloom’s cognitive goal with teachers’ questioning in English reading class.