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is,students are morelikely to communicate and collide their thoughts through oral language output in class,thus promoting the development of thinking(Thorn,1996).Teachers'questioning inclass has a great impact on students'critical thinking,believed that classroomteachers'questioning is one of the effective ways to develop students'critical thinking,and pointed out that different types of classroom questioning have different effects onstudents'critical thinking(Nepal,2001;Savage,2005;Fusco,2012).Throughinvestigation and research that teachers do not understand critical thinking and haveinsufficient cognition,which makes it difficult to cultivate students'thinkingeffectively.Therefore,we should first develop relevant teaching materials and trainteachers with necessary abilities(Fok,2002).

Chapter Two Theoretical Foundation and Methodology

2.1 Theoretical Foundation

Parts 2.1.1 and part 2.1.2 introduce the relevant theoretical basis of this paper indetail,including Bloom's taxonomy in the field of cognition and Piaget's theory ofcognitive development.

2.1.1 Bloom's Taxonomy in Cognitive Domain

Bloom is an American educational psychologist who pioneered the'taxonomy ofeducational objects'.Bloom divides educational goals into three areas:cognitivedomain,emotional domain,and operational domain,which together constitute theeducational goal system.The educational objectives in the cognitive domain can bedivided into six levels from low to high:knowing(knowledge),comprehending(understanding),application,analysis,synthesis,and evaluation.

(1)Knowledge means to know and remember.This level is concerned with theidentification of concrete or abstract knowledge,recalling the idea or phenomenon ina form that is very close to that which the student first encountered.This knowledge isnot the common knowledge,but that terms and facts;Recognize and rememberknowledge,commonly saying,reciting texts,English dictation,pointing out formulas,etc.

(2)Understand the true meaning of knowledge,commonly,describe the contentof the material and elaborate in your own words.Explain the meaning of a poem orEnglish sentence,distinguish between the different points of view and implications intwo reading comprehension passages,etc.Usually illustrated with transformations,explanations,and inferences.

2.2 Research Questions

This study combines the theoretical knowledge of classroom questioning and thecultivation of students'critical thinking with the actual classroom.By referring tomany domestic and foreign literature on teachers'questioning and the cultivation ofstudents'critical thinking and combing through them,this study has a comprehensiveunderstanding of the characteristics,types and strategies of teachers'questioning andrelates them to the cultivation of students'critical thinking.Based on Bloom'staxonomy of educational objectives,this paper comprehensively analyzes the currentsituation of teachers'questioning in class,and analyzes the current situation of seniorhigh school English teachers'critical thinking training of students through questioningin English reading teaching through face-to-face interviews and questionnaires,etc.,and answers the following three questions:

(1)What is the status of critical thinking among the senior high school students?

(2)What is the specific situation of senior high school Eng本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。