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derstanding and implementation ofcritical thinking through questioning. By this way, some practical suggestions can beprovided for the current English teaching and effective ways of questioning can beused to help improve students’ critical thinking ability.

Table 3 Wu’s Strategies of Questioning

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Chapter Two Literature Review

2.1 Critical Thinking

Critical thinking has been a hot issue for a long time, and it has been the core ofeducation in America since 1980s. And scholars from China have been exploringcritical thinking since 21 century. Up to now, plenty of researchers from westerncountries and China have made their own contributions to it from differentperspectives.

2.1.1 Definition of Critical Thinking

If we would like to cultivate critical thinking, the first thing that needs doing isto figure out what it is. However considering the research field and perspective, thereisn’t a unified definition. Many researchers have given their own definition.

Critical thinking, as a kind of thinking skill (Wu 2004), can be tracked back toDewey’s “reflective thought”, which stands for active, persistent, and carefulconsideration of any belief or supposed form of knowledge in the light of thegrounds that support it, and the further conclusions to which it tends (Dewey 1933).Glaser (1941) has proposed that the ability to think critically involves three things:attitude, knowledge and skill. According to Glaser (1941), critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light ofthe evidence that supports it and the further conclusions to which it tends. ThenEnnis (1985), the pioneer of American Critical Thinking Movement, has defined it asa reasonable and reflective thinking focused on deciding what to believe or do.Lipman (1988) believes that critical thinking is a skillful, responsible thinking thatfacilitates good judgment because it (a) relies upon criteria, (b) is self-correcting, and(c) is sensitive to context. Then Paul (1987), the internationally recognized authorityof critical thinking, has distinguished it into weak sense critical thinking and strongsense critical thinking. In addition, in 1990, The Delphi Report, compiled by a panelof CT experts, has proposed that critical thinking is to be purposeful, self-regulatoryjudgment which results in interpretation, analysis, evaluation, and inference, as wellas explanation of various considerations upon which that judgment is based. InChina, Liu (1996) has brought his definition that CT is to make personal judgmenton the nature, value, accuracy and authenticity of what we see. And Luo (2000) hasposed that CT is a kind of personality quality that whether individuals are able tomake self-judgment on the process of generating knowledge, theory, method,background, evidence and criteria of evaluating knowledge. Wen (2008) hasadmitted CT as a systematic analysis and evaluation of one's own thinking for thepurpose of improving one's own thinking ability.

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2.2 Teacher Questioning

Questioning, in a broad sense, refers to the sentence or teaching content withthe form or functions of giving questions. A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。