Question Design in Rural Middle School English Reading Classroom for Critical Thinking Development

DOI

10.2991/978-2-38476-291-0_30How to use a DOI?

Keywords

Rural Middle School English; Critical Thinking; Question Design; Reading Class

Abstract

This study employed classroom observations, surveys, and interviews to examine the influence of question formulation on the advancement of critical thinking within the context of English reading instruction in rural Chinese middle schools. The findings indicate that while the development of critical thinking among rural middle school English learners is extensive, it is marked by disparities, particularly in the uneven distribution of critical thinking skills and dispositionsdis, as well as a general lack of comprehensive critical thinking education. Moreover, the constrained comprehension of critical thinking by rural educators, the proficiency in English of rural middle school students, institutional assessment practices, and the inherent intricacies of critical thinking collectively impede the cultivation of critical thinking in English language classrooms. Nevertheless, the study suggests that the strategic and flexible application of a triad of question types can facilitate rural students’ engagement across the cognitive spectrum, thereby fostering the growth of critical thinking abilities.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Sisi Ma
AU  - Bing Li
PY  - 2024
DA  - 2024/09/29
TI  - Question Design in Rural Middle School English Reading Classroom for Critical Thinking Development
BT  - Proceedings of the 2024 3rd International Conference on Science Education and Art Appreciation (SEAA 2024)
PB  - Atlantis Press
SP  - 233
EP  - 242
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-291-0_30
DO  - 10.2991/978-2-38476-291-0_30
ID  - Ma2024
ER  -