基于思维品质的高中英语阅读课堂教师提问的调查研究
发布时间：2024-06-01 15:21
普通高中英语课程标准(2017)旨在培养和发展学生的语言能力、文化意识、思维品质、学习能力等核心素养。培养学生的思维品质作为英语阅读教学中不可忽视的组成部分,备受教师和研究者的关注。在英语阅读教学中,教师的提问可以锻炼学生思维的敏捷性和灵活性,促进思维的复杂性进而激发思维的创造性。因此,英语阅读课堂提问在培养学生思维品质方面有着不可替代的地位。本文尝试调查英语阅读教学中旨在发展学生思维品质的教师提问的现状,进而为实现学生思维品质提高这一目标提供现实的依据与切实的建议。本研究以三名英语教师及三个不同层次的高二年级班级学生为研究对象,采取了课堂观察的方式,对英语阅读课进行了录音及转写,并以布鲁姆的教育目标分类学为理论基础对课堂提问进行了研究。随后,为了进一步了解教师的深层信息,作者对三位教师进行面对面采访。研究将围绕三个问题展开:(1)英语阅读课教师提问的类型和频率分别是什么?(2)教师对不同层次学生的提问有哪些不同?(3)在英语阅读课上,教师提问对学生的思维品质发展有什么影响?数据和研究结果表明:展示型问题是教师在英语阅读课堂中所问的最多的问题类型,其次分别是参阅型问题和评估型问题。阅读...
【文章页数】：97 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter One Introduction
1.1 Research Background
1.2 Significance and Purpose of the Research
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Related Concepts of Questions and Questioning
2.1.1 Categories and Characteristics of Questions
2.1.2 Strategies of Teacher Questioning
2.1.3 Principles of Teacher Questioning
2.2 Thinking Quality
2.2.1 Definition of Thinking Quality
2.2.2 Components of Thinking Quality
2.2.3 Significance of Thinking Quality
2.3 Previous Researches on Teachers’Questioning and the Development ofThinking Quality in Reading Classes Abroad and at Home
2.3.1 Previous Related Researches Abroad
2.3.2 Previous Related Researches at Home
2.3.3 Limitations of Previous Researches
2.4 Theoretical Foundation of the Research
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Instruments
3.3.1 Classroom Observation
3.3.2 Interview
3.4 Research Procedure
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Results and Discussion of Classroom Observation
4.1.1 Numbers and Percentage of Questions Asked by Teachers
4.1.2 Differences of teachers’questioning to students of different levels
4.2 Results and Discussion of Teachers’Interview
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations of the Research
5.4 Suggestions for Further Researches
Bibliography
Appendix
Acknowledgments
本文编号：3986089
【文章页数】：97 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter One Introduction
1.1 Research Background
1.2 Significance and Purpose of the Research
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Related Concepts of Questions and Questioning
2.1.1 Categories and Characteristics of Questions
2.1.2 Strategies of Teacher Questioning
2.1.3 Principles of Teacher Questioning
2.2 Thinking Quality
2.2.1 Definition of Thinking Quality
2.2.2 Components of Thinking Quality
2.2.3 Significance of Thinking Quality
2.3 Previous Researches on Teachers’Questioning and the Development ofThinking Quality in Reading Classes Abroad and at Home
2.3.1 Previous Related Researches Abroad
2.3.2 Previous Related Researches at Home
2.3.3 Limitations of Previous Researches
2.4 Theoretical Foundation of the Research
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Instruments
3.3.1 Classroom Observation
3.3.2 Interview
3.4 Research Procedure
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Results and Discussion of Classroom Observation
4.1.1 Numbers and Percentage of Questions Asked by Teachers
4.1.2 Differences of teachers’questioning to students of different levels
4.2 Results and Discussion of Teachers’Interview
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations of the Research
5.4 Suggestions for Further Researches
Bibliography
Appendix
Acknowledgments
本文编号：3986089
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