基于思维品质培养的高中英语阅读课问题设计的调查研究
发布时间：2022-02-09 13:38
新版普通高中英语课程标准旨在培养和发展学生的语言能力、文化意识、思维品质、学习能力等学科核心素养,更加注重对学生思维品质的培养。而英语阅读课对学生的思维品质的培养有着举足轻重的作用,不仅帮助学生理解语言和信息,还能让学生对阅读进行深层次的理解。通过理解文本内容,感知和运用文本语言,分析、综合和评价作者的观点、情感态度等,学生的思维品质会有所提高。要实现这个目标,教师就需要利用课堂中的问题设计来引导学生的思维从较低层次向高层次发展。笔者在重庆市巴川新高中实习期间,抽取了高一年级的3位英语教师和92名学生,对英语阅读课堂的问题设计进行了调查。本研究首先对3位教师的阅读课堂进行了观察,记录了教师在阅读课堂教学中教师的问题类型和各类问题出现的频率,并在课后对教师们进行了访谈。然后笔者对3教师所教学生进行问卷调查,以此来了解学生对教师的阅读课堂问题设计的反馈,发现了阅读课堂中教师的问题设计存在的一些问题,提出了合理可行的解决方法。本文的研究问题是:1.教师在英语阅读课堂中所提的问题主要是哪种类型?2.教师在英语阅读课堂中的问题设计对学生的思维品质有什么影响?笔者分析了搜集到的数据并就其结果进行总...
【文章来源】：西南大学重庆市211工程院校教育部直属院校
【文章页数】：78 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Background
1.2 Purpose and Significance of the Research
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Related Concepts of Questions
2.1.1 Definition of Questions
2.1.2 Categories of Questions
2.1.3 Characteristics of Questions
2.2 Teachers’ Questioning Skills
2.2.1 Definition of Questioning
2.2.2 Strategies of Questioning
2.2.3 Principles of Questioning
2.3 Thinking Quality
2.3.1 Definition of Thinking Quality
2.3.2 Components of Thinking Quality
2.3.3 Significance of Thinking Quality
2.4 The Relationship between Thinking Quality and Teachers’ Questioning Skills in English Reading Classes
2.5 Previous Researches on Teachers’ Questioning Skills and the Development of Thinking Quality in Reading Classes Abroad and at Home
2.5.1 Previous Related Researches Abroad
2.5.2 Previous Related Researches at Home
2.5.3 Limitations of Previous Researches and Inspiration for the Research
2.6 Theoretical Foundations of the Research
2.6.1 Long’s Interaction Hypothesis
2.6.2 Bloom’s Taxonomy of Educational Objectives
Chapter Three Research Design
3.1 Research Questions
3.2 Participants
3.2.1 Teachers
3.2.2 Students
3.3 Instruments
3.3.1 Classroom Observation
3.3.2 Interview
3.3.3 Questionnaire
3.4 Research Procedures
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Results and Discussion of Classroom Observation
4.1.1 Types of Questions Asked by Teachers
4.1.2 Frequency of Questions
4.2 Results and Discussion of Teachers’ Interview
4.3 Results of and Discussion of Students’ Questionnaire
Chapter Five Conclusions
5.1 Major Findings
5.2 Implications
5.3 Limitations of the Research
5.4 Suggestions for Further Researches
References
Appendices
Appendix A Three Levels of Thinking Quality in the National English Curriculum Standards
Appendix B Lesson Transcriptions of Three English Teachers’ Reading Classes
Appendix C Interview Questions for English Teachers in Senior High School
Appendix D Questionnaire for Teachers’ Questioning in English Reading Classes in Senior High School
【参考文献】：
期刊论文
[1]关于英语学科核心素养的几点思考[J]. 束定芳. 山东外语教学. 2017(02)
[2]英语学科教学与思维品质培养[J]. 夏谷鸣. 英语学习. 2017(02)
[3]英语阅读教学中的问题设计[J]. 翟莉群. 教育研究与评论(课堂观察). 2016(12)
[4]英语学科核心素养的实质内涵[J]. 程晓堂,赵思奇. 课程.教材.教法. 2016(05)
[5]英语教育促进思维品质发展的内涵与可能[J]. 鲁子问. 英语教师. 2016(05)
[6]新一轮课改背景下国际化人才培养的思考[J]. 张连仲. 英语学习. 2016(02)
[7]高中英语课程中的思维品质与文化意识[J]. 英语学习. 2015(12)
[8]从综合语言运用能力到英语学科核心素养——高中英语课程改革的新挑战[J]. 王蔷. 英语教师. 2015(16)
[9]培养思维品质:高中英语阅读教学的核心价值[J]. 张淳. 江苏教育. 2014(22)
[10]英语课堂提问策略研究[J]. 李春. 校园英语(教研版). 2011(07)
硕士论文
[1]批评性阅读理论指导下的高中英语阅读教学[D]. 陈卫国.南京师范大学 2008
本文编号：3617107
【文章来源】：西南大学重庆市211工程院校教育部直属院校
【文章页数】：78 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Background
1.2 Purpose and Significance of the Research
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Related Concepts of Questions
2.1.1 Definition of Questions
2.1.2 Categories of Questions
2.1.3 Characteristics of Questions
2.2 Teachers’ Questioning Skills
2.2.1 Definition of Questioning
2.2.2 Strategies of Questioning
2.2.3 Principles of Questioning
2.3 Thinking Quality
2.3.1 Definition of Thinking Quality
2.3.2 Components of Thinking Quality
2.3.3 Significance of Thinking Quality
2.4 The Relationship between Thinking Quality and Teachers’ Questioning Skills in English Reading Classes
2.5 Previous Researches on Teachers’ Questioning Skills and the Development of Thinking Quality in Reading Classes Abroad and at Home
2.5.1 Previous Related Researches Abroad
2.5.2 Previous Related Researches at Home
2.5.3 Limitations of Previous Researches and Inspiration for the Research
2.6 Theoretical Foundations of the Research
2.6.1 Long’s Interaction Hypothesis
2.6.2 Bloom’s Taxonomy of Educational Objectives
Chapter Three Research Design
3.1 Research Questions
3.2 Participants
3.2.1 Teachers
3.2.2 Students
3.3 Instruments
3.3.1 Classroom Observation
3.3.2 Interview
3.3.3 Questionnaire
3.4 Research Procedures
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Results and Discussion of Classroom Observation
4.1.1 Types of Questions Asked by Teachers
4.1.2 Frequency of Questions
4.2 Results and Discussion of Teachers’ Interview
4.3 Results of and Discussion of Students’ Questionnaire
Chapter Five Conclusions
5.1 Major Findings
5.2 Implications
5.3 Limitations of the Research
5.4 Suggestions for Further Researches
References
Appendices
Appendix A Three Levels of Thinking Quality in the National English Curriculum Standards
Appendix B Lesson Transcriptions of Three English Teachers’ Reading Classes
Appendix C Interview Questions for English Teachers in Senior High School
Appendix D Questionnaire for Teachers’ Questioning in English Reading Classes in Senior High School
【参考文献】：
期刊论文
[1]关于英语学科核心素养的几点思考[J]. 束定芳. 山东外语教学. 2017(02)
[2]英语学科教学与思维品质培养[J]. 夏谷鸣. 英语学习. 2017(02)
[3]英语阅读教学中的问题设计[J]. 翟莉群. 教育研究与评论(课堂观察). 2016(12)
[4]英语学科核心素养的实质内涵[J]. 程晓堂,赵思奇. 课程.教材.教法. 2016(05)
[5]英语教育促进思维品质发展的内涵与可能[J]. 鲁子问. 英语教师. 2016(05)
[6]新一轮课改背景下国际化人才培养的思考[J]. 张连仲. 英语学习. 2016(02)
[7]高中英语课程中的思维品质与文化意识[J]. 英语学习. 2015(12)
[8]从综合语言运用能力到英语学科核心素养——高中英语课程改革的新挑战[J]. 王蔷. 英语教师. 2015(16)
[9]培养思维品质:高中英语阅读教学的核心价值[J]. 张淳. 江苏教育. 2014(22)
[10]英语课堂提问策略研究[J]. 李春. 校园英语(教研版). 2011(07)
硕士论文
[1]批评性阅读理论指导下的高中英语阅读教学[D]. 陈卫国.南京师范大学 2008
本文编号：3617107
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