摘要
本研究采用课堂观察和会话分析的方法,聚焦高中英语阅读课堂教师提问认知层次对学生语言学习过程中批判性思维技能发展的影响,结果发现:教师低认知层次提问偏多而高认知层次提问偏少,各类教师提问均能有效促进学生批判性技能发展,但高认知层次提问的效果更好;不同认知层次问题会指向学生不同的批判性思维技能。建议教师合理设计阅读问题,恰当设置问题比例,适当增加问题思维含量,以提问促进批判性思维技能发展,在课堂问答中同步提高学生的语言能力和思维品质。
This paper adapts classroom observation and discourse analysis methods to observe and analyze the cognitive levels of teacher questions and the development of students’critical thinking skills in 20 reading classes in the 11th National High School English Teaching Observation and Training Activity.Results showed that teachers’low cognitive level questions are far exceeded those at high levels.All kinds of questions can effectively promote the development of students’critical skills but high cognitive level questions play better roles.Questions at different cognitive levels can point to different critical thinking skills.Therefore,it is suggested that English teachers should design reading questions reasonably,set appropriate proportion of questions and increase the content of thinking in questions thinking appropriately,so as to promote the development of critical thinking skills through questionings,then simultaneously improve students’language ability together with thinking capacity.
作者
牟金江
赵佳怡
Mu Jinjiang;Zhao Jiayi(College of Foreign Languages,Zhejiang Normal University,Jinhua Zhejiang 321004,China)
出处
《基础教育外语教学研究》
2022年第6期22-28,共7页
Foreign Language Teaching & Research in Basic Education
关键词
教师提问
批判性思维技能
语言能力
思维品质
teachers’questionings
critical thinking skills
language ability
thinking capacity
