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A Study on Classroom Questioning in Junior High School English Reading Classes for Critical Thinking Development

Author(s)

Qianyi Zhao*

Affiliation(s)

School of Foreign Languages, Liaocheng University, Liaocheng, Shandong, China *Corresponding Author

Abstract

The Compulsory Education English Curriculum Standards (2022 Edition) clearly defines developing students’ core competencies as the curriculum objective, among which the improvement of thinking quality is a key dimension. English reading is an important way for junior high school students to acquire linguistic knowledge and cultural information, and also an effective carrier to sharpen students’ thinking quality, especially critical thinking competence. However, in current junior high school English reading classrooms, teachers’ questioning design often overemphasizes the extraction of factual information, lacking question chains that guide students in in-depth analysis, evaluation and creation. There is insufficient attention and inadequate methods to cultivating critical thinking. Therefore, based on specific junior high school English reading teaching cases and theories such as Bloom’s Taxonomy of Educational Objectives, this study explores how to effectively stimulate and improve students’ critical thinking skills and dispositions by designing hierarchical and heuristic classroom questioning strategies in the pre-reading, while-reading and post-reading stages, so as to promote the all-round development of students’ core competencies.

Keywords

Critical Thinking; Junior High School English; Reading Teaching; Classroom Questioning

References

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