本研究基于三位英语专业阅读课教师共18课时自然状态下的课堂数据,使用B l o o m认知能力分类模型对课堂提问进行分析,描述阅读课堂提问的认知层级分布情况,揭示课堂提问认知层级的发展轨迹,探讨课堂提问对思辨能力发展的作用。研究结...本研究基于三位英语专业阅读课教师共18课时自然状态下的课堂数据,使用B l o o m认知能力分类模型对课堂提问进行分析,描述阅读课堂提问的认知层级分布情况,揭示课堂提问认知层级的发展轨迹,探讨课堂提问对思辨能力发展的作用。研究结果表明,课堂提问认知层级的分布总体符合思辨能力培养的要求,但阅读教学的不同阶段对思辨能力培养目标的实现存在较大差异。在提问认知层级的不同发展轨迹中,波形发展的提问方式更有利于思辨能力培养,但也对教师课堂提问的设计和实践提出了较高要求。展开更多
Classroom questioning is one of the main classroom discourse activities, it is also an important means to enhance students’ classroom learning and help teachers attain the teaching goals. According to the roles playe...Classroom questioning is one of the main classroom discourse activities, it is also an important means to enhance students’ classroom learning and help teachers attain the teaching goals. According to the roles played by teacher and student in classroom questioning, classroom questioning falls into three categories: teacher-student model, student-teacher model and student-student model. Student questioning has been neglected by teachers in our teaching practice. For this reason, many precious curriculum resources especially students’ experiences have been staying unexploited. Students’ autonomy and creativity lose the chance to get adequate development. Unless students’ questioning integrated with teaching process, curriculum goals can’t be achieved more effectively. Through the classification of classroom questioning and review of latest research about student questioning, teachers or educators may get some advices from this paper.展开更多
文摘本研究基于三位英语专业阅读课教师共18课时自然状态下的课堂数据,使用B l o o m认知能力分类模型对课堂提问进行分析,描述阅读课堂提问的认知层级分布情况,揭示课堂提问认知层级的发展轨迹,探讨课堂提问对思辨能力发展的作用。研究结果表明,课堂提问认知层级的分布总体符合思辨能力培养的要求,但阅读教学的不同阶段对思辨能力培养目标的实现存在较大差异。在提问认知层级的不同发展轨迹中,波形发展的提问方式更有利于思辨能力培养,但也对教师课堂提问的设计和实践提出了较高要求。
文摘Classroom questioning is one of the main classroom discourse activities, it is also an important means to enhance students’ classroom learning and help teachers attain the teaching goals. According to the roles played by teacher and student in classroom questioning, classroom questioning falls into three categories: teacher-student model, student-teacher model and student-student model. Student questioning has been neglected by teachers in our teaching practice. For this reason, many precious curriculum resources especially students’ experiences have been staying unexploited. Students’ autonomy and creativity lose the chance to get adequate development. Unless students’ questioning integrated with teaching process, curriculum goals can’t be achieved more effectively. Through the classification of classroom questioning and review of latest research about student questioning, teachers or educators may get some advices from this paper.
