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

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