声明
摘要
Abstract
Contents
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Purpose of the Study
1.4 Structure of the Study
Chapter Two Literature Review
2.1 Teacher Questioning
2.1.1 Definitions of Teacher Questioning
2.1.2 Types of Teacher Questioning
2.2 Critical Thinking Skills
2.2.1 Definitions of Critical Thinking
2.2.2 Critical Thinking Skills
2.3 The Correlation between Teacher Questioning and Critical Thinking Skills
2.4 Related Studies on Teacher Questioning and Critical Thinking in China and Abroad
2.4.1 Studies on Teacher Questioning in China and Abroad
2.4.2 Studies on Critical Thinking in China and Abroad
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Methods
3.3.1 Classroom Observation
3.3.2 Semi-structured Interview
3.3.3 Questionnaire
3.4 Procedures
3.5 Data Collection and Analysis
Chapter Four Results and Discussions
4.1 Teachers’ general Understanding and Viewpoints towards Critical Thinking
4.2 Question types and Cognitive Levels
4.3 Questions and the Cultivation of Students' critical Thinking Skills
4.3.2 Analysis
4.3.3 Evaluation
4.3.4 Inference
4.3.5 Explanation
4.3.6 Self-regulation
Chapter Five Conclusion and Implication
5.1 Research Findings
5.2 Implications
5.3 Limitations of This Study
5.4 Suggestions for the Further Study
Bibliography
Appendix
Acknowledgments