An Investigation Of Classroom Questioning In Senior High School English Reading Class Based On The Cultivation Of Thinking Quality

The cultivation of thinking quality is a crucial component of core competence.English reading occupies an integral part in English learning in senior high school,and questioning is the most prevalent teaching method in the classroom.In senior high school English reading class,questioning focuses on helping students to master basic language knowledge,vocabulary and sentence patterns,while ignoring the cultivation of students’ thinking quality.This study combines classroom questioning and thinking quality training in English reading,attempting to answer two questions: 1)What is the current situation of teachers’ questioning in terms of cultivating students’ thinking quality in senior high school English reading class? 2)In terms of the cultivation of thinking quality,what factors affect teachers’ questioning in senior high school English reading class?Bloom’s taxonomy of educational objectives and Piaget’s theory of cognitive development stages serve as the foundation for this research.During the teaching practice,a survey was conducted on three classes and 52 teachers at Leping Middle School in Jiangxi Province.The research found that: 1)Teachers’ question types are unbalanced.Teachers’ questioning concentrates mostly on the promotion of students’ logical thinking,while critical and creative thinking are neglected most of the time.2)Teachers’ teaching experience would affect their classroom questioning.Teachers with rich teaching experience have a better grasp of the concept of thinking quality,and have relatively high questioning skills in the classroom.3)Teachers’ awareness and attitude of thinking quality would also affect teachers’ classroom questioning.Teachers with an active and positive attitude on the development of students’ thinking quality would incorporate the cultivation of students’ thinking quality into their teaching.4)Students’ English proficiency has an impact on teachers’ questioning.5)Teachers’ classroom questioning is also affected by other educational factors such as class hours,examination,difficulty of article and teaching reference materials.On the basis of the major findings in the research,this study makes some practical suggestions that can serve as inspiration for senior high school English teachers.