Research On Teacher Questioning In Senior High School English Reading Classes From The Perspective Of Thinking Quality

English Curriculum Standards for Senior High（2017 edition,revised in 2020）points out that it pays attention to improving students’ language ability and learning ability,enhancing students’ cultural awareness and thinking quality,thus promoting the comprehensive development of students’ core literacy.Among them,the cultivation of students’ thinking quality has been widely concerned by teachers and researchers and has become an indispensable element in English teaching,especially in reading class.Reading class questioning is an effective and important strategy to improve the agility,flexibility,complexity and creativity of students’ thinking.In view of this,it is essential for English teachers to ask questions in reading class to cultivate students’ thinking quality.This thesis attempts to investigate the current situation of reading class questioning of senior high school English teachers,then analyzes and summarizes the main factors causing the situation,and provides practical basis and suggestions for cultivating students’ thinking quality and improving their questioning ability.This thesis is based on the interaction hypothesis,the zone of Proximal Development theory,and Bloom’s taxonomy of educational goals.Five high school English teachers were interviewed and eight reading lessons were observed and recorded.There are two research questions:First,from the perspective of cultivating students’ thinking quality,what is the current situation of reading class questioning of high school English teachers?Secondly,what are the main factors contributing to this situation?The results show that:（1）In high school English reading class,teachers can set up classroom questions of different levels at each reading stage,,but they’re lack of higher-order thinking questions for promoting students’ quality.Most of the questions focus on the development of low-order thinking quality,especially lacking in the cultivation of students’ critical thinking and creative thinking.Some teachers even have weak consciousness of cultivating students’ thinking quality.（2）Except for the teacher’s differences in gender,age,teaching age,professional title and educational background,the main factors contributing to this situation also include the differences in teachers’attitude,awareness,mastery of theoretical knowledge and other factors such as students’level.In view of the question of cultivating students’ thinking quality in English reading class,the author puts forward some suggestions.Firstly,English teachers should pay attention to all levels’ students’ thinking quality and ask questions following from low order to high order;they should strive to accumulate experience,attend correlative training,and pay attention to reading class questioning skills;they should also consciously make an effort to improve their own English level.Secondly,in order to improve teacher’s questioning ability in reading class,they should enhance their awareness to cultivate students’ thinking quality;they should set up and adjust the proportion of questions in reading class reasonably;they should also choose to use questioning strategies reasonably according to the actual teaching situation;they should increase the number of positive feedback of reading class questioning and promote students’ critical thinking ability.