新版普通高中英語(yǔ)課程標(biāo)準(zhǔn)旨在培養(yǎng)和發(fā)展學(xué)生的語(yǔ)言能力、文化意識(shí)、思維品質(zhì)、學(xué)習(xí)能力等學(xué)科核心素養(yǎng),更加注重對(duì)學(xué)生思維品質(zhì)的培養(yǎng)。而英語(yǔ)閱讀課對(duì)學(xué)生的思維品質(zhì)的培養(yǎng)有著舉足輕重的作用,不僅幫助學(xué)生理解語(yǔ)言和信息,還能讓學(xué)生對(duì)閱讀進(jìn)行深層次的理解。通過理解文本內(nèi)容,感知和運(yùn)用文本語(yǔ)言,分析、綜合和評(píng)價(jià)作者的觀點(diǎn)、情感態(tài)度等,學(xué)生的思維品質(zhì)會(huì)有所提高。要實(shí)現(xiàn)這個(gè)目標(biāo),教師就需要利用課堂中的問題設(shè)計(jì)來(lái)引導(dǎo)學(xué)生的思維從較低層次向高層次發(fā)展。筆者在重慶市巴川新高中實(shí)習(xí)期間,抽取了高一年級(jí)的3位英語(yǔ)教師和92名學(xué)生,對(duì)英語(yǔ)閱讀課堂的問題設(shè)計(jì)進(jìn)行了調(diào)查。本研究首先對(duì)3位教師的閱讀課堂進(jìn)行了觀察,記錄了教師在閱讀課堂教學(xué)中教師的問題類型和各類問題出現(xiàn)的頻率,并在課后對(duì)教師們進(jìn)行了訪談。然后筆者對(duì)3教師所教學(xué)生進(jìn)行問卷調(diào)查,以此來(lái)了解學(xué)生對(duì)教師的閱讀課堂問題設(shè)計(jì)的反饋,發(fā)現(xiàn)了閱讀課堂中教師的問題設(shè)計(jì)存在的一些問題,提出了合理可行的解決方法。本文的研究問題是:1.教師在英語(yǔ)閱讀課堂中所提的問題主要是哪種類型?2.教師在英語(yǔ)閱讀課堂中的問題設(shè)計(jì)對(duì)學(xué)生的思維品質(zhì)有什么影響?筆者分析了搜集到的數(shù)據(jù)并就其結(jié)果進(jìn)行總... 

【文章來(lái)源】：西南大學(xué)重慶市211工程院校教育部直屬院校

【文章頁(yè)數(shù)】：78 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
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


【參考文獻(xiàn)】：
期刊論文
[1]關(guān)于英語(yǔ)學(xué)科核心素養(yǎng)的幾點(diǎn)思考[J]. 束定芳.  山東外語(yǔ)教學(xué). 2017(02)
[2]英語(yǔ)學(xué)科教學(xué)與思維品質(zhì)培養(yǎng)[J]. 夏谷鳴.  英語(yǔ)學(xué)習(xí). 2017(02)
[3]英語(yǔ)閱讀教學(xué)中的問題設(shè)計(jì)[J]. 翟莉群.  教育研究與評(píng)論(課堂觀察). 2016(12)
[4]英語(yǔ)學(xué)科核心素養(yǎng)的實(shí)質(zhì)內(nèi)涵[J]. 程曉堂,趙思奇.  課程.教材.教法. 2016(05)
[5]英語(yǔ)教育促進(jìn)思維品質(zhì)發(fā)展的內(nèi)涵與可能[J]. 魯子問.  英語(yǔ)教師. 2016(05)
[6]新一輪課改背景下國(guó)際化人才培養(yǎng)的思考[J]. 張連仲.  英語(yǔ)學(xué)習(xí). 2016(02)
[7]高中英語(yǔ)課程中的思維品質(zhì)與文化意識(shí)[J].   英語(yǔ)學(xué)習(xí). 2015(12)
[8]從綜合語(yǔ)言運(yùn)用能力到英語(yǔ)學(xué)科核心素養(yǎng)——高中英語(yǔ)課程改革的新挑戰(zhàn)[J]. 王薔.  英語(yǔ)教師. 2015(16)
[9]培養(yǎng)思維品質(zhì):高中英語(yǔ)閱讀教學(xué)的核心價(jià)值[J]. 張淳.  江蘇教育. 2014(22)
[10]英語(yǔ)課堂提問策略研究[J]. 李春.  校園英語(yǔ)(教研版). 2011(07)

碩士論文
[1]批評(píng)性閱讀理論指導(dǎo)下的高中英語(yǔ)閱讀教學(xué)[D]. 陳衛(wèi)國(guó).南京師范大學(xué) 2008



本文編號(hào)：3617107