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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