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(3)How do teachers cultivate students'critical thinking through effective classroomquestioning?

Chapter Three Results and Discussion......................23

3.1 Analysis of the Questionnaire......................23

3.1.1 Analysis of the Students'Questionnaire............................23

3.1.2 Analysis of the Teachers'Questionnaire............................33

Conclusion............................65

Chapter Three Results and Discussion

3.1 Analysis of the Questionnaire

Part 3.1.1 and 3.1.2 introduce the student questionnaire and the teacherquestionnaire in detail,including the detailed content collected by the questionnairescoring criteria,and make a simple analysis of the books in the questionnaire.

3.1.1 Analysis of the Students'Questionnaire

California Critical Thinking Tendency Questionnaire:

To understand the current situation of middle school students'critical thinkingtendency,the author adopts the'Critical Thinking Tendency Questionnaire(Chineseversion)'proposed by teacher Lu combined with the California Critical ThinkingTendency Test(CCTDI)scale(see Appendix 2 for details).It is an effective tool toevaluate personality traits,and has seven dimensions:(1)Search for truth;(2)Openyour mind;(3)Analytical ability;(4)Systematic ability;(5)Confidence in criticalthinking;(6)Intellectual curiosity;(7)Cognitive maturity.This questionnaire has 70to 70 questions,divided into 7 scales(7 dimensions),each scale has 10 questions,respectively pointing to test students'critical ability in 7 dimensions.

Conclusion

Major Findings of the Study

Using questionnaire survey,classroom observation and structured interview astools,this paper conducted in-depth research on the current situation of teachers'classroom questioning in senior high school English reading classes and the currentsituation of contemporary high school students'critical thinking.The research resultsshowed that:

(1)According to the results of the questionnaire survey of California students,theoverall level of critical thinking ability of contemporary senior high school students isvery low,in which the level of open thinking and systematic ability is significantlyhigher than that of other dimensions,and the score of self-confidence and analyticalability is the lowest.The average score for each dimension is between 30 and 40,andthe scores are very uneven.In addition,none of the dimensions reached a strong level.This indicates that most students have weak critical thinking tendencies.

(2)Through actual classroom questioning,teacher questionnaire survey andstructural interview,it can be seen that senior high school English teachers have acertain understanding of the connotation and training methods of critical thinking,butin the actual classroom situation,the design of classroom questions is not deep andcomprehensive.In the questioning process,teachers mainly focus on the questionsthat are conducive to students'memory and understanding of text information,butthere are too few questions that are conducive to the c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。