元認(rèn)知視域下的高中英語課堂提問案例研究
發(fā)布時(shí)間：2019-06-19 23:29
【摘要】：課堂提問是課堂教學(xué)的重要手段之一,提問的方式和質(zhì)量影響著課堂教學(xué)效果。隨著教育心理學(xué)的廣泛應(yīng)用,許多教育工作者圍繞元認(rèn)知理論對(duì)課堂教學(xué)方面展開大量研究,使其逐漸成為當(dāng)下教育心理學(xué)的熱點(diǎn)。元認(rèn)知是對(duì)認(rèn)知活動(dòng)的認(rèn)知、監(jiān)控和調(diào)節(jié);元認(rèn)知策略是在認(rèn)知過程中獲得知識(shí),通過計(jì)劃、調(diào)控認(rèn)知過程,評(píng)價(jià)認(rèn)知效果,從而調(diào)整認(rèn)知行為,包括元認(rèn)知計(jì)劃策略、元認(rèn)知監(jiān)控策略和元認(rèn)知調(diào)節(jié)策略。據(jù)調(diào)查發(fā)現(xiàn),很多教師缺乏元認(rèn)知意識(shí),很少將元認(rèn)知策略運(yùn)用到課堂提問中去。針對(duì)這一現(xiàn)狀,本文從元認(rèn)知視角出發(fā),對(duì)高中英語教師課堂提問進(jìn)行研究,試圖對(duì)一節(jié)有代表性的英語閱讀課的提問環(huán)節(jié)進(jìn)行個(gè)案分析,探討基于元認(rèn)知理論的課堂提問是提高課堂教學(xué)質(zhì)量與促進(jìn)學(xué)生思維發(fā)展的有效途徑。筆者采用文獻(xiàn)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(shí)習(xí)期間,預(yù)先對(duì)該校高中年級(jí)全部英語教師進(jìn)行問卷調(diào)查,了解其對(duì)課堂提問方面的元認(rèn)知意識(shí)程度,進(jìn)行現(xiàn)狀分析,并結(jié)合高中學(xué)生的思維水平及元認(rèn)知特點(diǎn),通過對(duì)英語教師的一節(jié)優(yōu)質(zhì)閱讀課進(jìn)行課堂觀察、錄音,從元認(rèn)知角度對(duì)提問環(huán)節(jié)進(jìn)行案例分析,解讀基于元認(rèn)知理論下,課堂提問的元認(rèn)知計(jì)劃策略、監(jiān)控策略和調(diào)節(jié)策略的運(yùn)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(rèn)知策略的應(yīng)用上主要存在如下三個(gè)問題:(1)元認(rèn)知計(jì)劃策略應(yīng)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(duì)較少,且提出的問題較為淺顯,缺乏深度,較少考慮到學(xué)生的最近發(fā)展區(qū);(2)元認(rèn)知監(jiān)控策略方面,提問過程缺少對(duì)學(xué)生的回答進(jìn)行評(píng)價(jià);(3)元認(rèn)知調(diào)節(jié)策略運(yùn)用相對(duì)較好,但欠缺深入引導(dǎo)學(xué)生自我提問,訓(xùn)練該年齡階段學(xué)生思維梯度的發(fā)展。最后,本文針對(duì)在元認(rèn)知視角下課堂提問存在的問題,對(duì)高中英語課堂提問環(huán)節(jié)的教學(xué)提出建設(shè)性意見,希望能對(duì)有效發(fā)揮課堂提問策略及發(fā)展學(xué)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(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41
本文編號(hào)：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(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41
【引證文獻(xiàn)】
相關(guān)碩士學(xué)位論文 前1條
1 王曉露;小學(xué)高年級(jí)英語詞匯學(xué)習(xí)中元認(rèn)知策略運(yùn)用的調(diào)查研究[D];福建師范大學(xué);2017年
，本文編號(hào)：2502719
本文鏈接：http://www.lk138.cn/jiaoyulunwen/chuzhongjiaoyu/2502719.html
最近更新
教材專著
