Application Of Questioning Strategies In Junior Middle Schools English Reading Classes From The Perspective Of Thinking Quality

In order to carry out the guiding principle of putting core literacy into subject teaching proposed by the Ministry of Education,the English Subject also put forward the core literacy of the subject one after another,namely,language ability,cultural character,thinking quality,learning ability.Under the background of discipline core literacy,the development of students’ thinking quality is an important target of English discipline.The teaching of English reading is the carrier to cultivate students’ thinking quality,and classroom questioning is the tool to guide students’ thinking,which is the foundation and the key to cultivate students’ thinking quality.Therefore,in the teaching of English reading,how to design classroom questions correctly to cultivate students’ thinking quality is a question worth pondering.On the basis of reviewing the Chinese and foreign related research of thinking quality and the English reading classroom questioning,taking the teachers and students of the internship middle school as the research object,by the use of the methods of literature,questionnaire,interview and classroom observation,this thesis aims to discuss how to cultivate students’ thinking quality through the teachers’ questions in the English reading classroom.This study mainly focus on the following two questions: first,what are the teachers’ strategies for asking questions in English reading classroom of junior high school based on the cultivation of thinking quality? Second,What are the effects of teachers’ questioning strategies on the cultivation of students’ thinking quality based on the cultivation of thinking quality? According to the learning situation of the students and the teaching situation of teachers,this paper first expounds the principles of English reading,then designs the teaching practice of teachers’ questioning.At the same time,according to the requirements of The English Curriculum Standards for Ordinary Senior High Schools（2017）,this thesis designs the process and effect test of the evaluation of thinking quality.Referring to the above design,this study carries out four months of teaching practice.In the practical application of questioning strategy in English reading classroom,the author,taking the concrete teaching material content as an example,mainly elaborates respectively from the following aspects: asking questions based on the context,following the cognitive law to ask questions,paying attention to the order of asking questions,adjusting the proportion of asking questions,paying attention to the starting point of asking questions,guiding students to study cooperatively.Finally,the students’ reading test results,questionnaire survey results,teacher interview results and classroom observation results are collated and analyzed.The findings shows that the average reading score of the students increased by 2.77 points after applying the reading classroom questioning strategy.The improvement of reading achievement can reflect that teachers’ classroom questioning strategy is beneficial to the enhancement of students’ deep thinking ability.The results of classroom observation show that the students’ thinking activity has been improved,especially the middle English students.The results of questionnaires and interviews show that teachers’ reading classroom questioning strategies are beneficial to the cultivation of students’ thinking quality and students’ logical thinking ability,critical thinking ability and creative thinking ability are all improved.Teachers and students agree on the effectiveness of reading classroom questioning strategies in cultivating students’ thinking quality.Based on the related theory of the cultivation of thinking quality and the theory of educational psychology in the core accomplishment of English subject,this thesis provides specific improvement strategies for classroom questioning,which is conducive to the improvement of the effectiveness of teachers’ questioning in reading classroom and which is beneficial to the cultivation of students’ thinking quality in their Core English literacy.This thesis aims to provide a useful reference for middle school English teachers.