Study on Teacher Questioning in Senior High School English Reading Class Based on the Development of Thinking quality

Abstract

Teacher questioning is the most effective and intuitive English teaching tool preferred by teachers, and the quality of teacher questioning design directly affects their classroom effectiveness. The National Curriculum for Common Senior High Schools (2017 Edition) (herein after referred to as Curriculum Standard 2017) emphasizes the purpose of the high school English curriculum is to develop students' English key competence, including thinking quality, which is closely related to reading teaching. Therefore, based on the Bloom’s taxonomy of educational objectives and relevant researches on teaching questioning, this paper attempts to read and sort out relevant literatures to find out two main current problems of teacher questioning in senior high school English reading class based on the development of thinking quality. Then, this paper also puts forward the corresponding solutions so as to optimize teacher questioning in reading class and achieve the teaching objective of developing students’ thinking quality.