A Survey Of Questioning In English Reading Class Based On Cultivation Of Thinking Skills In Senior High

" New Curriculum Standard for Senior High School English "(2017 Edition)" clearly defines thinking skills as the ability and level of thinking in terms of logic,criticality and innovation.Since its promulgation in 2017,cultivating students’ thinking skills has become an important aspect of high school English curriculum reform.The cultivation of good thinking skills is closely related to English learning methods such as listening,speaking,reading,watching,and writing.The key to the cultivation of thinking skills lies in reading teaching,and questioning is an important boost to thinking skills(Luo Yuan,Luo Shenhai,2021).This paper takes the cultivation of thinking skills as the starting point,classifies teachers’ questions according to the Bloom cognitive process dimension,and is based on teacher’ questioning in English reading class in senior high.This thesis aims to address the following research questions:(1)What is the current situation of teachers’ questioning in English reading class in terms of cultivating students’ thinking skills?(2)What are the major factors that affect the teachers’ questioning in English reading class in terms of cultivating students’ thinking skills in senior high school?Based on the research questions,177 students and 35 in-service teachers from a senior high school in M city are chosen as research subjects.Classroom observation and student questionnaire are used to analyze the current situation of teachers’ questioning in English reading class in terms of cultivating students’ thinking skills.Teachers’ questionnaire is used to investigate and analyze the influencing factors of high school English reading classroom questioning on cultivating students’ thinking skills.Through the investigation,it is found that: 1)The teachers tested are able to design different types of questions in the reading class to improve students’ thinking skills.Among them,remembering questions and understanding questions are used most frequently,and the number of questions at the level of analysis,evaluation,and creativity is less.2)There are three main factors that influence the questioning of high school English reading class on the cultivation of students’ thinking skills: teachers’ teaching experience,students’ English ability and the influence of textbook and examinations and so on on teaching.Based on the above findings,this study puts forward three implications for teachers to cultivate students’ thinking skills in high school English reading classroom questioning: 1)When designing questions in reading classrooms,the proportion of questions at each level should be reasonably allocated at different stages of reading to promote the development of students’ thinking skills.2)Teachers should strengthen learning of thinking skills and consciously integrate the goal of cultivating students’ thinking skills into English reading teaching.3)Teachers should respect the dominant position of students,and design questions that are in line with students’ thinking development.