An Empirical Study Of Question Design In Junior High School English Reading Teaching On The Cultivation Of Students’ Thinking Quality

The English Curriculum Standard for Compulsory Education(2022 Edition)takes thinking quality as one of the core competences to be cultivated in English courses.What’s more,thinking quality is also a significant goal to be achieved in English teaching in compulsory education.As a vital part of English teaching,reading plays a critical role in cultivating students’ thinking quality.However,the cultivation of students’ thinking quality in junior high school English teaching is often neglected by teachers.Therefore,this study is based on Bloom’s Taxonomy of Educational Objectives and uses experimental method to explore the effects of question design on students’ thinking quality cultivation in junior high school English reading teaching.Based on the above research background,this study aims to address the following research questions:1.What’s the present situation of students’ thinking quality cultivation in junior high school English reading teaching?2.What effects do reasonable and effective reading questions have on students’ thinking quality cultivation in junior high school English reading teaching?3.How to design reasonable and effective reading questions to cultivate students’ thinking quality?To solve the three research questions,100 students from two classes of Grade 8in a middle school are taken as the research objects for the one-semester teaching experiment.And in the experimental class,the teacher will design reasonable and effective reading questions to cultivate students’ thinking quality,while in the control class,traditional reading teaching mode will still be adopted.Questionnaires and reading comprehension tests are used as research tools in this study.Firstly,before the experiment,teachers’ questionnaires are given out to teachers to know the current situation of students’ thinking quality cultivation.Then,students’ questionnaires are given out to students before and after the experiment to know the changes of students’ thinking participation while reading.Finally,by comparing the scores of reading comprehension tests before and after the experiment,we can know the changes in students’ thinking ability,especially scores of questions involving different thinking levels such as analysis,inference,induction and evaluation have changed or not.Both qualitative and quantitative methods are used in this research to analyze the questionnaires and test papers after collecting the experimental data.By analyzing all the collected data,the following research results are drawn:Firstly,the current situation of the cultivation of students’ thinking ability in junior high school is not optimistic.Secondly,designing reasonable and effective reading questions in reading teaching can improve students’ thinking ability,especially their analyzing ability,inferring ability,inducing ability and evaluating ability have improved.Thirdly,reasonable and effective reading questions are conducive to promote students’ English reading abilities.In a word,as an important part of core competences,the cultivation of thinking quality cannot be ignored.Designing reasonable and effective reading questions has a positive effect on students’ thinking quality cultivation.This study provides some teaching inspirations and references for the cultivation of students’ thinking quality in junior high school English reading teaching from the perspective of theory and practice.