A Study On Application Of Classroom Questioning Based On Critical Thinking To English Reading Instruction In Senior High Schools

New English Curriculum Standard(2017)puts forward to develop and cultivate students’ English core competence,which is embodied in the value of the English teaching.The core competence consists of language competence,cultural awareness,thinking quality and learning ability.Thinking quality is developed by critical thinking.Critical thinking is a high-level thinking ability based on analysis,evaluation and creation.Classroom questioning stimulates students’ enthusiasm,creativity and thinking,as well as critical thinking in high school English reading class.According to Bloom’s classification,classroom questioning categorizes into high cognitive level and low cognitive level.Recently English reading classroom questioning lies mostly at low cognitive level,and the questions with high cognitive level are on the low side in senior high schools,which is not conducive to students’ critical thinking.Based on Bloom’s Taxonomy Theory of Educational Objectives and Piaget’s Theory of Cognitive Development,as well as the teachers’ classroom questioning in senior high school English reading teaching,the thesis combines cultivation of critical thinking with English reading teaching.The research questions put forward as follows:1.What is the effect of classroom questioning on students’ critical thinking in high school English reading teaching?2.What is the effect of classroom questioning in high school English reading teaching based on critical thinking on students’ reading achievement?This study adopts the questionnaire,experiment and interview outline as research instruments.The participants are 100 students in the second grade in Huocheng No.3Senior High School,and 50 students are experimental class and 50 students are control class.Before the experiment,pre-questionnaire of California Critical Thinking Disposition Inventory is used to investigate students ’ critical thinking tendency.Pre-test is selected from the reading comprehension part of the National Matriculation English Proficiency Test in 2018 in order to test there is no significant difference on English reading achievement between the two the experimental class and control class.After 12 weeks experiment instruction,the post-test selected from the reading comprehension part of the National Matriculation English Proficiency Test in 2019 shows the results of students’ English reading achievement,and post-questionnaire by California Critical Thinking Disposition Inventory are conducted.Through two questionnaires before and after the experiment,two English reading tests before and after the experiment,the research collects the relevant data and analyzes the data with SPSS 22.0.The results show that classroom questioning has a positive effect on students’ critical thinking in senior high school English reading teaching.Before the experiment,there is no significant difference between the experimental class and the control class(P=0.086 > 0.05).Compared with the pre-questionnaire,after the experiment the result shows the significant difference in students’ critical thinking disposition(P=0.000 < 0.05).The higher cognitive level of the questions are more conducive to development of students’ critical thinking including analysis,inference,and evaluation.At the same time,classroom questioning in senior high school English reading teaching based on critical thinking can improve students’ English reading achievements more effectively.Before the experiment,there is no significant difference between the reading scores of the experimental class(17.6324)and the control class(17.5364)(P=0.056 >0.05).After the experiment,there is an obvious difference between the reading scores of the experimental class(21.8946)and the control class(18.6935)(P=0.011<0.05).There are significant differences in English reading comprehension achievement between in the experimental class and in control class.The results of this research provide some pedagogical implication for senior English reading instruction.When the questions at different cognitive levels are applied to English reading teaching,the teachers consider that classroom questioning at high cognitive level helps to develop the students’ critical thinking more obviously,and improve English reading teaching more effectively.Therefore,it is crucial to cultivate students’ critical thinking through different levels of classroom questioning,especially high cognitive level questions.