A Study Of Junior High School English Teachers’ Classroom Questioning Based On Cultivation Of Thinking Quality

Under the guidance of the English Curriculum Standards for Compulsory Education(2022 Edition),English teachers should make great efforts to cultivate students core literacy including language ability,cultural awareness,quality of thinking and learning ability.The improvement of thinking quality helps students learn to observe and discriminate,infer and conclude,criticize and innovate.It can be seen that it is very important to cultivate students’ thinking quality in English class.Therefore,this paper will study the types of questions and questioning strategies used by target teachers to cultivate students’ thinking quality in classroom teaching.At the same time,the target teachers are asked about their views on the quality of thinking and the difficulties encountered in training thinking quality by using classroom questioning.Finally,the author tries to study the influence of the target teacher’s classroom questioning on students’ thinking quality.In order to provide theoretical basis and teaching suggestions for teachers to correctly and effectively use questioning to cultivate students’ thinking quality in English teaching.To this end,based on the revised Bloom’s cognitive goal dimension and the definition of thinking quality in English Curriculum Standards for Compulsory Education(2022Edition),this study selected three teachers and 168 students in their classes from W middle school in Shandong province for investigation.This study uses classroom observation scale,student questionnaire and interview outline as research tools,and SPSS26.0 and Excel as data analysis tools.The author used the classroom observation scale to observe the classrooms of three teachers,and selected three classes as examples.At the same time,semi-structured interviews were conducted with three teachers to ask about their understanding of thinking quality and the difficulties they encountered in using classroom questioning to cultivate students’ thinking quality.After that,hand out questionnaires to students to investigate the influence of the target teacher’s classroom questioning on students’ thinking quality.There are the three following questions:1.How do the target teachers understand the thinking quality and the relationship between the thinking quality and classroom questioning? What types of questions and strategies do they use to develop students’ thinking qualities?2.What difficulties do target teachers encounter when they use classroom questioning to cultivate students’ thinking quality?3.What are the effects of classroom questioning by target teachers on students’ thinking quality?By studying the above questions,this study finds that: first,target teachers have a certain understanding of the thinking quality but not comprehensive enough.When they use different types of questions,they will supplement with different questioning strategies.Second,target teachers encountered difficulties in question design and class hour limitation when using questions to cultivate students’ thinking quality.Third,the target teacher’s classroom questioning is helpful to strengthen students’ ability of observation,discrimination,induction and inference.And the cultivation of critical thinking and innovative thinking needs to be strengthened.Finally,this study draws the following implications.First,teachers should effectively improve the awareness of cultivating students’ thinking quality by asking questions.Second,they should make good use of question types and questioning strategies to develop students’ thinking quality in an all-round way.Thirdly,they should improve teachers’ questioning level and optimize the design of classroom questions.Besides,they should reasonably arrange teaching hours and class time.Last but not least,they should strengthen the cultivation of critical thinking and innovative thinking.