基于PISA阅读评量理念的教师课堂提问设计研究

发布时间：2018-03-25 13:17

本文选题：PISA阅读　切入点：PISA评量理念　出处：《宁波大学》2015年硕士论文

【摘要】：提问是教师最常用的教学策略,也是阅读教学设计与课堂教学组织不可或缺的手段,对阅读教学的有效性以及学生阅读素养的培养有着直接的关联。而在语文阅读教学过程中,教师课堂提问存在着提问目的不明确、提问顺序混乱、提问水平过低等问题。它们对于学生养成敏捷的信息把握和处理能力,对新事物的理解力和开阔的视野,批判性思维方式以及通过阅读参与社会活动的现代公民意识有着明显的消极负面影响。在这信息化与知识经济的后工业时代,对于学生培养的能力提出了以往不同的要求,PISA阅读评量代表了这种国际基础教育发展的方向与趋势。因此试图借鉴PISA阅读评量的价值取向,来观照当下语文教师课堂提问的设计的现状,教师课堂提问应基于PISA阅读评量理念而采取认知层次差异策略,系统地进行课堂阅读提问的设计。本论文主要包括四个部分:第一章为绪论。说明本论文PISA阅读与课堂提问问题提出的背景,研究的目的以及意义;综述我国对PISA阅读的研究现状以及教师课堂提问设计的研究现状;并探讨本论文研究的思路与方法。第二章为界定核心概念,概述PISA阅读评量以及教师课堂提问设计的理论基础。首先分析PISA阅读素养的理念,并提出了“访问和检索”的接码能力、“整合和解释”的解码能力以及“反思和评价”的语用能力;其次定义教师课堂提问设计的概念,并探讨了教师课堂设计的依据及其功能。第三章为本研究的学理探析部分。通过PISA阅读价值观来分析教师课堂提问的现实图景,主要分为三个方面:第一,从教学的目标、教学的内容、教学的过程以及教学的评价这四个维度来探究当前中学语文阅读教学的问题;第二,厘清当前教师课堂提问设计所存在的四方面问题;第三,分析了PISA阅读评量的四方面阅读教学价值取向,学生本位的阅读素养、反思评价的言语实践、认知水平的阅读历程以及综合分析的标准体系。第四章为本论文的实践设计与反思部分。依据PISA阅读评量理念对《背影》和《孔乙己》两个文本进行教师课堂提问设计与分析,在此基础上提出了改进教师课堂提问设计的策略。
[Abstract]:Questioning is the most commonly used teaching strategy for teachers, as well as an indispensable means for the design of reading teaching and classroom teaching organization. It is directly related to the effectiveness of reading teaching and the cultivation of students' reading literacy. There are some problems in teachers' classroom questioning, such as unclear purpose of questioning, confusion of the order of questioning, low level of questioning, etc. They can help students develop the ability to grasp and deal with information quickly, understand new things and broaden their horizons. The critical thinking mode and the modern civic consciousness of participating in social activities through reading have obvious negative effects. In the post-industrial era of information and knowledge economy, This paper puts forward different requirements for the ability of students' training. PISA reading evaluation represents the direction and trend of the development of international basic education. Therefore, this paper attempts to draw lessons from the value orientation of PISA reading evaluation. To look at the current situation of Chinese teachers' classroom questioning design, teachers' classroom questioning should be based on the concept of PISA reading evaluation and adopt cognitive level difference strategy. This thesis mainly includes four parts: the first chapter is the introduction. It explains the background, the purpose and the significance of the PISA reading and questioning questions in class. This paper summarizes the research status of PISA reading and teachers' classroom questioning design in China, and discusses the ideas and methods of this thesis. The second chapter is to define the core concepts. This paper summarizes the theoretical basis of PISA reading evaluation and teachers' classroom questioning design. Firstly, it analyzes the concept of PISA reading literacy. The paper also puts forward the ability of access and retrieval, the decoding ability of "integration and interpretation" and the pragmatic ability of "reflection and evaluation". Secondly, it defines the concept of teacher's classroom question design. It also discusses the basis and function of teacher classroom design. The third chapter is the theoretical analysis part of this study. Through the PISA reading values to analyze the realistic picture of teachers' classroom questioning, there are three main aspects: first, from the teaching objectives, Teaching content, teaching process and teaching evaluation of these four dimensions to explore the current middle school Chinese reading teaching problems; second, to clarify the current teachers in the design of the four aspects of classroom questions; third, This paper analyzes the four aspects of reading teaching value orientation of PISA reading evaluation, student-oriented reading literacy, reflective evaluation of speech practice, The reading process of cognitive level and the standard system of comprehensive analysis. Chapter four is the practical design and reflection part of this thesis. According to the concept of reading evaluation of PISA, the author designs and analyzes the two texts of "back" and "Kong Yiji". On the basis of this, the paper puts forward some strategies to improve the design of teachers' classroom questioning.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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