A Study on the Influence of Teachers' Questioning in High School English Reading Class on Students' Critical Thinking

Abstract

This article studied whether teachers' questioning has an impact on the critical thinking of high school students in English class. Firstly, the author went to the practice school personally for a two-month classroom observation and recorded teachers’ question in the classroom. This article referred to Bloom's taxonomy of educational objectives, and divided the cognitive process into six dimensions: Remember, Understand, Apply, Analyze, Evaluate, Create. The first two of the six types were primary cognitive problems, and the last four were advanced cognitive question. In order to analyze whether the questions help or improve the critical thinking of high school students, the author wrote down the number of each question asked and the proportion of the total number of questions. Then author gave the students questionnaires and interviewed teachers about relative questions. Based on the collected data, this article analyzed the correlation. This study showed a certain degree of positive correlation between the Teachers' questioning and the students' critical thinking scores through the classroom observation record table and the students' reading scores in the test, as well as the students' critical thinking questionnaire data.