課堂提問(wèn)是教師在課堂教學(xué)中,根據(jù)教學(xué)內(nèi)容、學(xué)生情況等設(shè)計(jì)問(wèn)題并進(jìn)行師生互動(dòng)的環(huán)節(jié),它在初中英語(yǔ)閱讀教學(xué)中,特別是在培養(yǎng)學(xué)生思維品質(zhì)方面起著至關(guān)重要的作用�！镀胀ǜ咧杏⒄Z(yǔ)課程標(biāo)準(zhǔn)》(2017年版)中指出思維品質(zhì)是核心素養(yǎng)的關(guān)鍵內(nèi)容之一,它指的是思維在邏輯性、批判性和創(chuàng)造性等方面表現(xiàn)的情況,本文主要研究思維品質(zhì)中批判性這一點(diǎn)。隨著時(shí)間的推移,社會(huì)對(duì)學(xué)生批判性思維能力的要求逐漸增高。合理的課堂提問(wèn)和反饋可以刺激學(xué)生思考,更好的實(shí)現(xiàn)在閱讀教學(xué)中培養(yǎng)學(xué)生的批判性思維。本文旨在對(duì)初中英語(yǔ)閱讀課上教師提問(wèn)的現(xiàn)狀及中學(xué)生的批判性思維現(xiàn)狀進(jìn)行較為深入的調(diào)查,其目的在于使老師能更加重視通過(guò)提問(wèn)環(huán)節(jié)來(lái)培養(yǎng)學(xué)生的批判性思維能力,并且愿意主動(dòng)參加相關(guān)的培訓(xùn)從而找到合適的方法,培養(yǎng)學(xué)生的批判性思維。本研究基于布魯姆認(rèn)知目標(biāo)分類理論,互動(dòng)假說(shuō)和建構(gòu)主義學(xué)習(xí)理論,對(duì)煙臺(tái)市X中學(xué)的40名英語(yǔ)老師和該校初二三個(gè)班級(jí)的144名學(xué)生進(jìn)行了問(wèn)卷調(diào)查以及訪談,除此之外還在這三個(gè)班級(jí)進(jìn)行了課堂觀察。本研究探討的主要問(wèn)題如下:(1)初中英語(yǔ)閱讀課堂上教師提問(wèn)現(xiàn)狀如何?(教師認(rèn)知、提問(wèn)類型、提問(wèn)方法、提問(wèn)策略等)(2)中學(xué)生的批判性思...

【文章頁(yè)數(shù)】：83 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 The Purpose and Significance of the Study
    1.3 The Organization of the Thesis
Chapter Two Literature Review
    2.1 Definitions of the Key Concepts
        2.1.1 Classroom questioning
        2.1.2 Thinking quality
        2.1.3 Critical thinking
    2.2 Theoretical Basis
        2.2.1 Bloom’s educational goal taxonomy theory
        2.2.2 Interaction hypothesis
        2.2.3 Constructivist theory
    2.3 Studies on Question Design at Home and Abroad
        2.3.1 Overseas studies on question design
        2.3.2 Domestic studies on question design
    2.4 Studies on the Impact of Question Design on Critical Thinking
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Class observation
        3.3.3 Interview
    3.4 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 The Status Quo of Junior High School English Teachers'Quesioning in ReadingEnglish Class
    4.2 The General Situation of Junior High School Students’Critical Thinking Ability
    4.3 Student’s View on Teachers’Questioning in English Reading Class
Chapter Five Conclusion
    5.1 Major Findings of the Research
    5.2 Pedagogical Implications
    5.3 Limitations of This Study
    5.4 Suggestions for Future Research
References
Appendix One Questionnaire
Appendix Two Interview Questions
Appendix Three The scheme of classroom observation
About the Author



本文編號(hào)：3943405