隨著人工智能技術(shù)的不斷進(jìn)步,許多工作逐漸被人工智能所取代,這激勵和推動著我們培養(yǎng)具有人工智能所不具備的高階思維能力的學(xué)生。思考是由問題驅(qū)動的。課堂提問是培養(yǎng)學(xué)生高階思維的有效途徑之一。因此,本研究旨在研究和調(diào)查教師在英語課堂中促進(jìn)高中生高階思維發(fā)展方面最有效的提問策略。本研究主要探討以下幾個問題:1)英語教師在課堂上使用了哪些提問策略以及他們使用這些策略的原因是什么?2)高中生高階思維的現(xiàn)狀如何?提問策略與學(xué)生高階思維的相關(guān)性如何?3)什么樣的提問策略可以促進(jìn)學(xué)生的高階思維發(fā)展?本研究采用定量與定性相結(jié)合的研究方法。在定量研究方法方面,本文利用SPSS軟件對兩份問卷的數(shù)據(jù)進(jìn)行了描述性統(tǒng)計分析和相關(guān)分析。在質(zhì)性研究方法方面,本文采用半結(jié)構(gòu)式訪談法對四位英語教師進(jìn)行訪談,以期找出教師使用特定提問策略的原因。本研究共有四位高中英語教師和180名高中生參與并收集了多種數(shù)據(jù),包括課堂觀察、問卷調(diào)查和訪談。本文結(jié)合課堂觀察和問卷調(diào)查,總結(jié)了教師在英語課堂上使用的提問策略、學(xué)生高階思維的現(xiàn)狀、提問策略與學(xué)生高階思維之間的相關(guān)性,以及有效促進(jìn)學(xué)生高階思維發(fā)展的提問策略。研究表明:1)教師使用的提問策略...

【文章頁數(shù)】：104 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Abbreviations
Introduction
    0.1 Research Background
    0.2 Purpose of Study
    0.3 Significance of Study
    0.4 Organization of Study
Chapter One Literature Review
    1.1 Higher Order Thinking
        1.1.1 Definition of Higher Order Thinking
        1.1.2 Significance of Higher Order Thinking
    1.2 Questioning Strategies
        1.2.1 The Types of Questions
            (1) Higher Order Question and Lower Order Question
            (2) Socratic Questioning
            (3) Two Categories of Long & Sato
            (4) Four Categories of Barnes
        1.2.2 Waiting Time
        1.2.3 Feedback and Questioning Techniques
    1.3 The Studies on Teacher Questioning and Higher Order Thinkinking
Chapter Two Theoretical Foundation
Chapter Three Research Methods
    3.1 Research Design
    3.2 Research Questions
    3.3 School Setting
    3.4 Participants
    3.5 Research Instruments
        3.5.1 Questionnaires
        3.5.2 The Reliability and Validity of the Questionnaires
        3.5.3 Classroom Observation
        3.5.4 Interview
    3.6 Data Collection
    3.7 Data Analysis
Chapter Four Results and Discussion
    4.1 The Analysis of Teacher Questioning
        4.1.1 The Number and Types of Questions
        4.1.2 Waiting Time
        4.1.3 Feedback and Questioning Techniques
    4.2 The Analysis of Current Situation of Students' Higher Order Thinking
    4.3 The Analysis of Correlations between Questioning Strategies and Students'Higher Order Thinking
    4.4 The Analysis of the Types of Questioning Strategies to Stimulate Students'Higher Order Thinking
Conclusion
    5.1 Major Findings of Study
    5.2 Suggestions and Recommendations
    5.3 Limitations of Study
    5.4 Prospects for Further Study
References
Appendix 1 Questionnaire(Ⅰ)
Appendix 2 Questionnaire (Ⅱ)
Appendix 3 Interview Outline
Appendix 4 Observation Table for Class Records
Acknowledgement



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