基于思维品质培养的英语阅读教学中课堂提问的现状研究

发布时间：2024-03-31 03:50

　　课堂提问是教师在课堂教学中,根据教学内容、学生情况等设计问题并进行师生互动的环节,它在初中英语阅读教学中,特别是在培养学生思维品质方面起着至关重要的作用。《普通高中英语课程标准》(2017年版)中指出思维品质是核心素养的关键内容之一,它指的是思维在逻辑性、批判性和创造性等方面表现的情况,本文主要研究思维品质中批判性这一点。随着时间的推移,社会对学生批判性思维能力的要求逐渐增高。合理的课堂提问和反馈可以刺激学生思考,更好的实现在阅读教学中培养学生的批判性思维。本文旨在对初中英语阅读课上教师提问的现状及中学生的批判性思维现状进行较为深入的调查,其目的在于使老师能更加重视通过提问环节来培养学生的批判性思维能力,并且愿意主动参加相关的培训从而找到合适的方法,培养学生的批判性思维。本研究基于布鲁姆认知目标分类理论,互动假说和建构主义学习理论,对烟台市X中学的40名英语老师和该校初二三个班级的144名学生进行了问卷调查以及访谈,除此之外还在这三个班级进行了课堂观察。本研究探讨的主要问题如下:(1)初中英语阅读课堂上教师提问现状如何?(教师认知、提问类型、提问方法、提问策略等)(2)中学生的批判性思...

【文章页数】：83 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 The Purpose and Significance of the Study
    1.3 The Organization of the Thesis
Chapter Two Literature Review
    2.1 Definitions of the Key Concepts
        2.1.1 Classroom questioning
        2.1.2 Thinking quality
        2.1.3 Critical thinking
    2.2 Theoretical Basis
        2.2.1 Bloom’s educational goal taxonomy theory
        2.2.2 Interaction hypothesis
        2.2.3 Constructivist theory
    2.3 Studies on Question Design at Home and Abroad
        2.3.1 Overseas studies on question design
        2.3.2 Domestic studies on question design
    2.4 Studies on the Impact of Question Design on Critical Thinking
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Class observation
        3.3.3 Interview
    3.4 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 The Status Quo of Junior High School English Teachers'Quesioning in ReadingEnglish Class
    4.2 The General Situation of Junior High School Students’Critical Thinking Ability
    4.3 Student’s View on Teachers’Questioning in English Reading Class
Chapter Five Conclusion
    5.1 Major Findings of the Research
    5.2 Pedagogical Implications
    5.3 Limitations of This Study
    5.4 Suggestions for Future Research
References
Appendix One Questionnaire
Appendix Two Interview Questions
Appendix Three The scheme of classroom observation
About the Author



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