A Study On The Correlation Between Teachers’ Questioning Types And Students’ Critical Thinking Tendency In Senior English Reading Class

Thinking quality is one of the core qualities of English curriculum,and critical thinking is the core of thinking quality.Scholars at home and abroad have conducted extensive research on the cultivation of critical thinking.The English Curriculum Standards for Senior High School(2017)clearly pointed out that the basic task of English teaching is to cultivate students’ core literacy.As the main type of English course,reading class bears the important task of cultivating students’ critical thinking.In English reading class,it is one of the most common teaching behaviors to cultivate students’ critical thinking through different types of classroom questions.This study attempts to explore the correlation between teachers’ questioning types and students’ critical thinking tendencies in senior high school English reading classes,and mainly answers three questions:(1)What is the current situation of the type of questions asked by teachers in high school English reading classes?(2)What is the general situation of students’ critical thinking tendencies in high school?(3)What is the correlation between the type of teachers’ questions and students’ critical thinking tendency in high school English reading class?Based on Bloom’s educational goal classification theory,Michael Long’s interaction hypothesis and Pavlov’s stimulus-response theory,through classroom observation and after-class interviews with six Senior Two teachers of different teaching ages in the English reading class of Yining County No.3 Middle School,a questionnaire survey was conducted on the critical thinking tendencies of 302 students in the class taught by the six teachers.According to the observation scale of classroom questioning,the overall situation of classroom questioning is explored from the number and proportion of six types of questions:knowledge questions,understanding questions,application questions,analytical questions,comprehensive questions and evaluation questions.Finally,SPSS25.0 statistical software is used to analyze the classified statistical results of classroom observation and questionnaire survey data.The results are as follows:First,in the English reading class of senior high school,the frequency of teachers’ questions is high,and there are six types of questions involved,but the distribution of various types is uneven,among which the most are knowledge questions,followed by understanding questions and application questions,and the least are analytical questions,comprehensive questions and evaluation questions.Second,the overall tendency of critical thinking of senior high school students is weak.Although students have strong cognitive maturity,they have contradictory attitudes towards the open thinking,seeking truth,thirst for knowledge,systematic ability,analytical ability and self-confidence of critical thinking.Third,there is a positive correlation between teachers’ questioning types and students’ critical thinking tendencies in English reading class.Teaching enlightenment: First,teachers should take more opportunities to participate in professional quality training,actively improve questioning strategies,and reasonably set questioning types.Second,teachers should carefully examine the current situation of senior high school students’ critical thinking tendencies,combine the relevant knowledge of critical thinking tendencies,and promote the improvement of students’ critical thinking tendencies through reasonable questioning types.Thirdly,teachers should optimize the teaching design of English reading class and promote the development of students’ critical thinking based on the correlation between the types of questions and students’ critical thinking tendencies.