Research On The Correlation Between Types Of Teacher Questioning And Students’ Critical Thinking Disposition In Senior High School English Reading Teaching

Critical thinking is a kind of advanced thinking,which is an important expression of core competitiveness and is of great significance to both individuals and the country.Therefore,the cultivation of students’ critical thinking has been the attention of the educational circle.Studies at home and abroad have proved that teacher questioning,as an important part of classroom teaching,can not only ensure the smooth progress of teaching,but also stimulate students’ curiosity and thirst for knowledge,and promote the development of students’ critical thinking.However,most of the current research is about the cultivation of students’ critical thinking ability through questioning strategies,and studies that focus specifically on the types of questioning are relatively few.To better cultivate senior high school students’ critical thinking,this study took eight English teachers in Senior One and the students in their class from a senior high school in Ganzhou as the research objects,used the interview,questionnaire and classroom observation method,and explored the following research questions: 1.How are the four types of teacher questioning(OR,OD,CR and CD)distributed in senior high school English reading class? 2.What are the characteristics of senior high school students’ critical thinking? 3.What is the correlation between the types of teacher questioning and students’ critical thinking disposition?Through the analysis of the data,the author drew the following conclusions:1.In senior high school English reading teaching,teachers use closed display questions the most and open referential questions the least,open display questions rank second.The number of closed questions and open questions is not much different,but the difference between display questions and referential questions is much larger.2.On the whole,students who successfully participated in the questionnaire have a relatively weak critical thinking disposition and there are large individual differences.Students in liberal arts class have stronger critical thinking disposition than science class students,and girls have stronger critical thinking disposition than boys.3.There is a correlation between types of teacher questioning and students’ critical thinking disposition.Open referential questions help to improve students’ critical thinking disposition in the dimension of truth-seeking,open-mindedness,analyticity,inquisitiveness and cognitive maturity;closed referential questions contribute to students’ open-mindedness and inquisitiveness;open display questions make a great difference to students’ critical thinking disposition,which can help to cultivate students’ ability in truth-seeking,open-mindedness,analyticity,systematicity and cognitive Maturity;closed display questions can improve cognitive maturity.Based on the above conclusions,the author put forward some operative suggestions: 1.improving teachers’ awareness and developing their critical thinking ability;2.optimizing questioning types and balancing the knowledge and thinking;3.embodying student center and designing questions according to their characters;4.forming mutual aid groups and achieving common progress;5.integrating the curriculum and cultivating multiple thinking capacity.