On the basis of exploring the connotation of English subject core competencies, this study explores how classroom questioning is related to the English subject core competencies from the levels of language ability, cultural awareness, thinking capacity and learning ability. The study proposes feasible ways for classroom questioning to develop students' core competencies. It also puts forward some teaching suggestions, for example, reasonably designing the type of classroom questioning, developing and innovating the mode of classroom questioning, appropriately using the strategy of classroom questioning and so on. However, classroom questioning still has limitations in the process of developing students' core competencies. Only by combining classroom questioning with classroom themes and teaching activities can we achieve the teaching objectives to the greatest extent and realize the educational value of English subject.

Wang Lingbo. A Pathway Study on the English Classroom Questioning in High School Based on the Development of Core Competencies. Frontiers in Educational Research (2024) Vol. 7, Issue 8: 171-175. https://doi.org/10.25236/FER.2024.070828.

[1] Huang Limin, Su Qiuping. A survey on classroom questioning by domestic English teachers from 1985 to 2019 [J]. Modernization of Education, 2019, 6 (73):  225-228+234.

[2] Hou JJ. Pragmatic Knowledge for English Learners [J]. China Adult Education, 2006, (12): 178-179. 

[3] Zhang Zewen. Cultural awareness of core competencies in English subject: substantive connotation and practical path [J]. Basic education curriculum, 2019, (Z1): 49-53.  

[4] Liu Doyi. Talking about English subject competencies - thinking quality [J]. Curriculum. Teaching Materials. Teaching Method, 2018, 38 (08): 80-85.  

[5] Moore B. N. & Parker R. Critical thinking [M]. Zhu Sumei, Translation. Beijing: machinery industry press, 2015

[6] Bloom, B. Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain [M]. New York: Longman, 1956