A Study Of Teachers’ Questioning In Junior Middle School English Classes Based On Bloom’s Taxonomy Of Educational Objectives

As an important means of teaching,classroom questioning can promote teachers’ teaching and students’ learning in the classroom.This paper takes the teachers’ questions in nine junior middle school English classes as the research object,discusses the distribution characteristics of junior middle school English teachers’ questions in the dimensions of cognitive process and knowledge,and analyzes the relationship between the types and forms of questions in the two dimensions.Therefore,four questions are raised as follows:1.What is the relationship between the overall distribution of cognitive process dimension and knowledge dimension of junior middle school English teachers’ questions?2.In the dimension of cognitive process,what are the types of questions asked by junior middle school English teachers? How are they distributed?3.In the knowledge dimension,what are the types of questions asked by junior middle school English teachers? How are they distributed?4.How does the relationship between different types and forms of questioning of junior middle school English teachers reflect?The results show that: Firstly,there is a correlation between junior middle school English teachers’ questioning in cognitive process dimension and knowledge dimension.Memory and factual knowledge,understanding,analysis and conceptual knowledge,application and procedural knowledge are highly related.Second,in the dimension of cognitive process,the teacher’s questions in the nine lesson examples involve six categories and nineteen subcategories of Bloom’s taxonomy of educational objectives.Memory and understanding questions account for 61%,followed by evaluation questions,accounting for 22.68%,and less application and analysis questions,accounting for 6.62%,while creation questions is the least,accounting for 2.68%.It can be seen that teachers focus on memory and understanding questions.Third,in terms of knowledge dimension,the teachers’ questions in the nine lesson examples involve four types of knowledge in Bloom’s taxonomy of educational objectives,among which the factual knowledge and conceptual knowledge are the most,the procedural knowledge are less.Teachers pay far less attention to metacognitive knowledge.Besides,in terms of the relationship between question types and forms,there is a correlation between them in cognitive process dimension and knowledge dimension.“Wh-,how” and “Yes/No” questions are applicable to questions of various knowledge types and cognitive process types,and there are too many “Yes / No” questions in evaluation questions,and the forms of creative questions are relatively single.Leading questions are mostly used to ask conceptual knowledge questions.The forms of different types of questions have some characteristics in terms of vocabulary and sentence patterns.These findings provide some enlightenment for the current stage of junior middle school English teaching and classroom questioning design.Firstly,in the dimension of cognitive process,teachers should properly balance the problems of high and low cognitive levels in the classroom when setting questions before class.Secondly,in the dimension of knowledge,teachers should design questions in combination with knowledge types and teaching objectives,and pay more attention to metacognitive knowledge.Thirdly,the form of classroom questioning should be diversified.Teachers should flexibly use various forms of questioning,not limited to asking “Wh-,how” and “Yes / No” questions.