Research on Questioning Strategies to Improve Students’ Thinking Quality in English Reading Teaching in Senior High School

Xueyuan Zeng

doi:10.54691/fsd.v3i4.4765

Authors

Xueyuan Zeng

DOI:

https://doi.org/10.54691/fsd.v3i4.4765

Keywords:

Classroom Questioning; Thinking Quality; Reading Teaching.

Abstract

The key to the cultivation of thinking quality lies in the teaching of reading, in which teacher questioning plays an important role. Based on Bloom’s classification of cognitive objectives, this paper expounds the principles of problem design, and explores how to design problems to improve the cultivation of thinking quality in reading teaching in combination with the characteristics of the three stages of reading teaching: pre-reading, while-reading and post-reading, so as to help students obtain information and develop thinking.

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References

Ministry of Education. 2022. English Curriculum Standards for General High School (2017 Edition, revised in 2020) [M]. Beijing: People’s Education Press.

Bloom, B. S. 1956.Taxonomy of Educational Objectives Book 1: Cognitive Domain[M]. New York: McKay.

Wang Jinyin. Question design of junior high school English reading course directed at the cultivation of thinking quality [J] Reference for Middle School Teaching, 2021 (4): 31-32 DOI: 10. 3969/ j. issn. 1674-6058.2021.04.014.

Luo Yuan, Zhu Shenhai. High school English reading questioning strategies based on the development of thinking quality [J] Survey of Education, 2021 (43): 89-92.