摘要
为探究高中英语教师如何有效利用开放性问题促进学生阅读理解能力的发展和思维品质的提升,本文以人教社高中英语新教材必修和选择性必修七本教材中读思版块读后开放性问题为研究对象,统计分析开放性问题的认知层次及其对学生阅读理解能力和思维品质发展的作用。研究发现,读后低认知层次开放性问题和高低认知层次开放性问题组合有助于培养学生的发散性思维,促进学生知识联想迁移,在主题意义探究中提升学生语言产出数量和质量,发展学生思维的批判性;读后高认知层次开放性问题有助于提高学生的逻辑推理能力、在主题意义探究中推动高质量语言产出和发展学生思维的批判性、深刻性和创造性。建议教师关注开放性问题认知层次,促进学生深度理解;优化开放性问题组织形式,提高学生思维品质。
This study intends to collect the distribution of cognitive levels of open-ended questions and analyze their impact on students'reading comprehension and thinking capacity in Post-reading for effective teaching of that in Reading and Thinking of new compulsory and optional compulsory English senior high school textbooks.The study found that in the exploration of thematic meaning in Post-reading,low-level open-ended questions and high-and-low-level open-ended question group encourage divergent thinking for the improvement of students'ability to associate and transfer knowledge,and of students'critialness of thinking as well as the quality and quantatiy of language output;Post-reading also shows a majority of high-level of open-ended questions for the improvement of students'criticalness,profundity and originality of thinking and their ability to infer to make for high-quality language output.Suggestions for teachers are as follows:in Post-reading,more emphasis should be put into the cognitive level of open-ended questions for students'higher degree of text comprehension;activities should be geared to better organize open-ended questions to improve students'thinking capacity.
作者
张坚
冯心怡
Zhang Jian;Feng Xinyi(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10期19-23,共5页
Foreign Language Teaching & Research in Basic Education
关键词
开放性问题
认知层次
读思版块
思维品质
open-ended question
cognitive level
Reading and Thinking
thinking capacity
