Study on Cultivating Students’ Critical Thinking Ability Through Higher Order Questioning

DOI

10.2991/iccessh-19.2019.170How to use a DOI?

Keywords

critical thinking ability; teacher questions; higher order questioning; bloom’s taxonomy

Abstract

In the contexts of unusually intense competition for international talents, no one denies the importance of cultivating students’ critical thinking ability. Teaching students to think critically and creatively, however, is a great challenge to every classroom teacher. This article examines the role of teacher questions, discusses the connotation of higher order questions and classifications of questions — Bloom’s Taxonomy of questions, Socratic questions and metacognitive questions, explores the relationship between teacher questions and students’ critical thinking development, and provides effective suggestions for asking higher-order questions. It intends to help classroom instructors gain a deep understanding of teacher questions and train students to think critically through higher-order questioning.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Zhiwen Feng
AU  - Wen Wei
PY  - 2019/07
DA  - 2019/07
TI  - Study on Cultivating Students’ Critical Thinking Ability Through Higher Order Questioning
BT  - Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019)
PB  - Atlantis Press
SP  - 759
EP  - 762
SN  - 2352-5398
UR  - https://doi.org/10.2991/iccessh-19.2019.170
DO  - 10.2991/iccessh-19.2019.170
ID  - Feng2019/07
ER  -