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本文是一篇英语教学论文题目，本研究采用问卷调查、课堂观察和结构化访谈等方法，对高中英语阅读课教师课堂提问的现状和当代高中生批判性思维的现状进行了深入研究。

Chapter One Literature Review

1.1 Definition of Core Concepts

Part 1.1.1 and Part 1.1.2 write the definition of the core concepts of this papermore detail,including the definition of critical thinking and the definition of teachers'questioning.

1.1.1 Critical Thinking

In modern society,critical thinking has been established as one of the goals ofEducation.Especially in higher education,extra emphasis is placed on developingcritical thinking.The original origins of critical thinking can be traced back toSocrates.The first model of critical thinking was the'Socratic Method,'or the'Art ofthe Midwife'-the inquisitive questioning advocated by Socrates.Through Socraticquestioning(or refutation,dialectic),people are asked to clarify the purpose,andmeaning of their thoughts or research,to distinguish between relevant and irrelevantinformation,and then to test its reliability and sources,questioning assumptions intheir own statements and those of others.The reason from different perspectives,inthe spirit of cooperation,To examine the consequences or implications of what theythemselves and others think,to sort out the reasons and evidence for what they knowor think they know,and to be sensitive to the evidence and evidence before them.Byasking questions that reveal the inconsistencies in the assumptions that underlie ouraccepted and taken for granted beliefs,we seek new possible answers.Since the1980s,the United States,the United Kingdom,Canada,Australia,New Zealand,thePhilippines,and even the developing country of Venezuela have made'criticalthinking'one of the goals of higher education.The title of the first article of the Declaration on Higher Education for the twenty-first Century:Ideas and Actions,published by the World Conference on Higher Education(Paris,5-9 October 1998),is'The Mission of Education and Training:Fostering critical and independentattitudes'.

1.2 Research Status of Teachers'Questioning and Critical Thinking at Home andAbroad

In part 1.2.1 and 1.2.2,relevant researches at home and abroad are introduced indetail.First of all,the author writes about the foreign research on teachers'questioning and the cultivation of students'critical thinking,and then writes about thedomestic research on teachers'questioning and the cultivation of students'criticalthinking.Combined with the relevant research at home and abroad and the previousresearch basis,summed up the shortcomings of the relevant research,so as to putforward the characteristics of this paper.

1.2.1 Research Status Abroad

Teachers used more demonstrative questions than referential questions,but theybelieved that demonstrative questions were mostly used for mechanical informationreproduction and could only exert low-level influences on students'thinking.Only thereferential questions can make the real communication and interaction betweenteachers and students and stimulate students'high-level thinking activities(Long&Sato,1983).Problems at a high cognitive level can make students think more deeplyabout the problems,make their thinking more active and carry out high-level thinkingactivities,thus cultivating students'critical thinking(Hunkins,1995).Referencequestions are more likely to form communicative classroom,that 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。