隨著教育改革的不斷深化,思辨能力的培養(yǎng)已經(jīng)成為21世紀(jì)各國重要的教育研究問題。在高中階段,學(xué)生思辨能力的培養(yǎng)主要通過英語閱讀課上教師與學(xué)生的問答式互動(dòng)來實(shí)現(xiàn)。高效的問答式互動(dòng)不僅能考察學(xué)生知識(shí)掌握情況,還能激發(fā)學(xué)生進(jìn)行探查與思考的能力,從而提升其思辨能力。為探究高中英語閱讀課問答式互動(dòng)的現(xiàn)狀,本論文針對(duì)問答式互動(dòng)中的“提問-應(yīng)答-反饋”的基本模式,對(duì)Z高中高二年級(jí)的英語閱讀課堂的問答式互動(dòng)中教師所提問題的類型和分布,教師的互動(dòng)能力和教師的反饋,進(jìn)行了課堂觀察并對(duì)得到的數(shù)據(jù)進(jìn)行了統(tǒng)計(jì)與分析,總結(jié)出了當(dāng)前高中英語閱讀課堂上教師在問答式互動(dòng)中培養(yǎng)學(xué)生思辨能力方面存在的特點(diǎn)和問題,以期對(duì)高中英語閱讀教學(xué)提出教學(xué)建議。本文在社會(huì)互動(dòng)理論、建構(gòu)主義理論以及前人提出的分析框架的基礎(chǔ)上,通過課堂觀察法、訪談法、問卷調(diào)查法以及課例分析法,對(duì)高中英語閱讀課堂上問答式互動(dòng)及學(xué)生思辨能力的培養(yǎng)進(jìn)行了研究。本研究主要圍繞三個(gè)問題展開,分別是:1.高中英語閱讀教學(xué)問答互動(dòng)中教師所提問題的類型和分布是什么?2.在問答式互動(dòng)中,教師的課堂互動(dòng)能力在促進(jìn)學(xué)生思辨能力方面有什么樣的特點(diǎn)?3.在問答式互動(dòng)中,教師對(duì)學(xué)生回答... 

【文章來源】：中央民族大學(xué)北京市 211工程院校 985工程院校

【文章頁數(shù)】：83 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Introduction
    0.1 Research Background
    0.2 Research Significance
    0.3 Literature Review
        0.3.1 Previous Study on Q&A Interaction At Home and Abroad
        0.3.2 Previous Study on Critical Thinking At Home and Abroad
    0.4 Definitions
Chapter One Theoretical Foundation
    1.1 Social Interaction Theory
    1.2 Constructivism Theory
    1.3 Analytical Framework
Chapter Two Research Design
    2.1 Research Questions
    2.2 Participants
    2.3 Research Instruments
        2.3.1 Classroom Observation
        2.3.2 Interview
        2.3.3 Questionnaire
        2.3.4 Lesson Analysis
    2.4 Research Procedures
Chapter Three Findings and Discussion
    3.1 Findings of Classroom Observation
        3.1.1 Types and Distribution of Teachers'Questions
        3.1.2 Teacher's CIC in Q&A Interaction
        3.1.3 Teacher's Feedback on Students'Answers
    3.2 Findings of Interview
        3.2.1 Teachers'Viewpoints on Question
        3.2.2 Teacher's Question Preparation and Design
        3.2.3 Teacher's Interactional Strategies
    3.3 Findings of Questionnaire
        3.3.1 Students'Expected Wait Time
        3.3.2 Students'Views on Teacher's Feedback
    3.4 Lesson Analysis:The Power of Nature
        3.4.1 Overall Teaching Process
        3.4.2 Analysis of Teaching Fragment
    3.5 Discussion of Research Findings
        3.5.1 Characteristics of Teacher's Questions in Q&A Interaction
        3.5.2 Characteristics of Teacher's CIC in Q&A Interaction
        3.5.3 Characteristics of Teacher Feedback in Q&A Interaction
Conclusion
    4.1 Major Findings
    4.2 Implications
    4.3 Limitations
    4.4 Prospects for Future Study
Bibliography
Appendix Ⅰ Sample of Recording Transcripts
Appendix Ⅱ Observation Scale
Appendix Ⅲ Interview
Appendix Ⅳ Questionnaire
Acknowledgement



本文編號(hào)：2930092