元認知視域下的高中英語課堂提問案例研究
發(fā)布時間：2019-06-19 23:29
【摘要】：課堂提問是課堂教學的重要手段之一,提問的方式和質(zhì)量影響著課堂教學效果。隨著教育心理學的廣泛應用,許多教育工作者圍繞元認知理論對課堂教學方面展開大量研究,使其逐漸成為當下教育心理學的熱點。元認知是對認知活動的認知、監(jiān)控和調(diào)節(jié);元認知策略是在認知過程中獲得知識,通過計劃、調(diào)控認知過程,評價認知效果,從而調(diào)整認知行為,包括元認知計劃策略、元認知監(jiān)控策略和元認知調(diào)節(jié)策略。據(jù)調(diào)查發(fā)現(xiàn),很多教師缺乏元認知意識,很少將元認知策略運用到課堂提問中去。針對這一現(xiàn)狀,本文從元認知視角出發(fā),對高中英語教師課堂提問進行研究,試圖對一節(jié)有代表性的英語閱讀課的提問環(huán)節(jié)進行個案分析,探討基于元認知理論的課堂提問是提高課堂教學質(zhì)量與促進學生思維發(fā)展的有效途徑。筆者采用文獻分析、問卷調(diào)查、課堂觀察、課堂錄音、案例分析的方法,在漳州市某高中實習期間,預先對該校高中年級全部英語教師進行問卷調(diào)查,了解其對課堂提問方面的元認知意識程度,進行現(xiàn)狀分析,并結(jié)合高中學生的思維水平及元認知特點,通過對英語教師的一節(jié)優(yōu)質(zhì)閱讀課進行課堂觀察、錄音,從元認知角度對提問環(huán)節(jié)進行案例分析,解讀基于元認知理論下,課堂提問的元認知計劃策略、監(jiān)控策略和調(diào)節(jié)策略的運用程度及特征。研究發(fā)現(xiàn)高中英語教師在課堂提問的元認知策略的應用上主要存在如下三個問題:(1)元認知計劃策略應用不夠,課堂提問中大量呈現(xiàn)展示性問題,開放性問題相對較少,且提出的問題較為淺顯,缺乏深度,較少考慮到學生的最近發(fā)展區(qū);(2)元認知監(jiān)控策略方面,提問過程缺少對學生的回答進行評價;(3)元認知調(diào)節(jié)策略運用相對較好,但欠缺深入引導學生自我提問,訓練該年齡階段學生思維梯度的發(fā)展。最后,本文針對在元認知視角下課堂提問存在的問題,對高中英語課堂提問環(huán)節(jié)的教學提出建設性意見,希望能對有效發(fā)揮課堂提問策略及發(fā)展學生創(chuàng)造性思維和建立良好的師生關(guān)系有一些幫助和啟發(fā)。
[Abstract]:Classroom questioning is one of the important means of classroom teaching, and the way and quality of questioning affect the effect of classroom teaching. With the wide application of educational psychology, many educators have carried out a lot of research on classroom teaching around metacognition theory, which has gradually become the hot spot of educational psychology at present. Metacognition is the cognition, monitoring and regulation of cognitive activities, and metacognition strategy is to acquire knowledge in the cognitive process, regulate the cognitive process and evaluate the cognitive effect through planning, so as to adjust cognitive behavior, including metacognition planning strategy, metacognition monitoring strategy and metacognition regulation strategy. According to the survey, many teachers lack metacognition consciousness and rarely apply metacognition strategies to classroom questioning. In view of this situation, this paper studies the classroom questioning of English teachers in senior high school from the perspective of metacognition, tries to make a case study of a representative English reading class, and probes into that classroom questioning based on metacognition theory is an effective way to improve the quality of classroom teaching and promote the development of students' thinking. By using the methods of literature analysis, questionnaire survey, classroom observation, classroom recording and case analysis, the author makes a questionnaire survey of all English teachers in a senior high school in Zhangzhou in advance, understands the degree of metacognition awareness of classroom questioning, analyzes the present situation, and combines the thinking level and metacognition characteristics of senior high school students. Through classroom observation, recording and case analysis of a high quality reading class of English teachers from the perspective of metacognition, this paper interprets the application degree and characteristics of metacognition planning strategy, monitoring strategy and adjustment strategy of classroom questioning based on metacognition theory. It is found that there are three main problems in the application of metacognition strategies in senior high school English teachers: (1) the application of metacognition planning strategies is not enough, a large number of display problems are presented in classroom questioning, there are relatively few open questions, and the problems raised are relatively shallow and lack of depth, and less consideration is given to the students' nearest development area; (2) in the aspect of metacognition monitoring strategy, the questioning process is lack of evaluation of students' answers; (3) the use of metacognition regulation strategy is relatively good, but it is lack of in-depth guidance to students to ask questions and train the development of students' thinking gradient in this age stage. Finally, in view of the problems existing in classroom questioning from the perspective of metacognition, this paper puts forward some constructive suggestions on the teaching of English classroom questioning in senior high school, hoping to give full play to classroom questioning strategies, develop students' creative thinking and establish a good teacher-student relationship.
【學位授予單位】：閩南師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
本文編號：2502719
[Abstract]:Classroom questioning is one of the important means of classroom teaching, and the way and quality of questioning affect the effect of classroom teaching. With the wide application of educational psychology, many educators have carried out a lot of research on classroom teaching around metacognition theory, which has gradually become the hot spot of educational psychology at present. Metacognition is the cognition, monitoring and regulation of cognitive activities, and metacognition strategy is to acquire knowledge in the cognitive process, regulate the cognitive process and evaluate the cognitive effect through planning, so as to adjust cognitive behavior, including metacognition planning strategy, metacognition monitoring strategy and metacognition regulation strategy. According to the survey, many teachers lack metacognition consciousness and rarely apply metacognition strategies to classroom questioning. In view of this situation, this paper studies the classroom questioning of English teachers in senior high school from the perspective of metacognition, tries to make a case study of a representative English reading class, and probes into that classroom questioning based on metacognition theory is an effective way to improve the quality of classroom teaching and promote the development of students' thinking. By using the methods of literature analysis, questionnaire survey, classroom observation, classroom recording and case analysis, the author makes a questionnaire survey of all English teachers in a senior high school in Zhangzhou in advance, understands the degree of metacognition awareness of classroom questioning, analyzes the present situation, and combines the thinking level and metacognition characteristics of senior high school students. Through classroom observation, recording and case analysis of a high quality reading class of English teachers from the perspective of metacognition, this paper interprets the application degree and characteristics of metacognition planning strategy, monitoring strategy and adjustment strategy of classroom questioning based on metacognition theory. It is found that there are three main problems in the application of metacognition strategies in senior high school English teachers: (1) the application of metacognition planning strategies is not enough, a large number of display problems are presented in classroom questioning, there are relatively few open questions, and the problems raised are relatively shallow and lack of depth, and less consideration is given to the students' nearest development area; (2) in the aspect of metacognition monitoring strategy, the questioning process is lack of evaluation of students' answers; (3) the use of metacognition regulation strategy is relatively good, but it is lack of in-depth guidance to students to ask questions and train the development of students' thinking gradient in this age stage. Finally, in view of the problems existing in classroom questioning from the perspective of metacognition, this paper puts forward some constructive suggestions on the teaching of English classroom questioning in senior high school, hoping to give full play to classroom questioning strategies, develop students' creative thinking and establish a good teacher-student relationship.
【學位授予單位】：閩南師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
【引證文獻】
相關(guān)碩士學位論文 前1條
1 王曉露;小學高年級英語詞匯學習中元認知策略運用的調(diào)查研究[D];福建師范大學;2017年
，本文編號：2502719
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