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

The quality of thinking was listed in the English Curriculum Standards for Senior High Schools(2017 edition,2020 revision)as the core quality of English subject,which has been concerned by scholars and teachers,and has become one of the essential basic subject quality of contemporary students.The improvement of thinking quality helps students’ ability to analyze and solve problems,make correct value judgment about things,improve students’ deep learning.As an important tool and means to cultivate the development of students’ thinking quality,especially in English reading teaching,teachers’ questioning in class has different effects on students’ thinking quality caused by different cognitive levels.Therefore,aiming at how to cultivate students’ thinking quality,this paper attempts to study the status quo of high school English teachers’ cognitive level of questioning in reading class.In terms of theoretical analysis,this study is based on the theory of the interaction between thought and language,Bloom’s taxonomy of cognitive goals,the theory of intelligence focusing on the structure of thinking,and Piaget’s theory of stages of cognitive development.Three questions:(1)In high school English reading teaching based on the cultivation of thinking quality,what is the status quo of the cognitive level of teachers’ questioning?(2)What’s the reasons for situation?(3)How to optimize the cognitive level of teachers’ classroom questioning to improve students’ thinking quality?This study uses three research methods in investigation,observation,interview and questionnaire,to observe the sophomore class of a senior high school in Harbin City for three months to obtain first-hand information.In addition,questionnaires were issued to students and teachers respectively,and six high school English teachers were interviewed to analyze the current level of thinking quality of high school students and the status quo and existing problems of questioning cognition level of English reading classroom teachers.Finally,based on the above analysis,the author puts forward feasible suggestions on how to focus on the quality of thinking to optimize the questioning of high school English reading classroom teachers.The results show that:(1)Most teachers are aware of the need to cultivate students’ thinking quality in English reading teaching,and they are able to set classroom problems of different cognitive levels,but most of the problems focus on the low-order thinking quality,and ignore high-order thinking quality,especially the cultivation of students’ critical and creative thinking.(2)In addition to the differences in gender,age,teaching years and educational background of teachers,the main factors that lead to this situation also include the attitude,mastery of teachers and other factors such as the level of students.In order to cultivate students’ thinking quality,the author summarizes several suggestions: First of all,English teachers should improve their own understanding of thinking quality,gather experience,attend training,focus on questioning skills,improve teachers’ professional quality.Secondly,attention should be paid to the cultivation of students’ thinking qualities at all levels,questions should be asked in the order of thinking hierarchy from low to high,the proportion of classroom questions at different cognitive levels should be set and adjusted reasonably,and the questioning strategies should be flexibly used.Finally,teachers should increase the positive feedback of classroom questions in reading,interact with students,and promote the development of students’ critical thinking and innovative thinking.