Chapter 1 Introduction
1.1 Research background
1.2 Research purpose and significance
1.3 Structure of the paper
Chapter 2 Literature Review
2.1 Revised Bloom’s taxonomy cognitive dimension theory
2.2 Questioning and critical thinking
2.3 Textbook questioning and critical thinking
2.4 Summary
Chapter 3 Methodology
3.1 Operational definition
3.2 Research objectives and research questions
3.3 Data collection
3.3.1 Source of data
3.3.2 Building corpus
3.4 Data analysis
3.4.1 Framework of analysis
3.4.2 Coding
3.4.3 Procedure of analysis
3.4.4 Validation
Chapter 4 Results
4.1 Cognitive features of questioning in leading critical thinking
4.1.1 Grade 1 textbook questioning analysis into RBT cognitive dimension
4.1.2 Grade 3 textbook questioning analysis into RBT cognitive dimension
4.1.3 Grade 6 textbook questioning analysis into RBT cognitive dimension
4.2 Changes in cognitive features of questioning in developing critical thinking
4.2.1 Changes of questioning in cognitive distribution
4.2.2 Changes of questioning in proportions on cognitive stages
4.2.3 Summary
Chapter 5 Discussion
Chapter 6 Conclusion
6.1 Major findings
6.2 Implications on new curriculum reform
6.3 Limitations and further study
参考文献
Appendices
致谢
声明