基于思維品質(zhì)的高中英語閱讀課堂教師提問的調(diào)查研究
發(fā)布時間：2024-06-01 15:21
普通高中英語課程標(biāo)準(zhǔn)(2017)旨在培養(yǎng)和發(fā)展學(xué)生的語言能力、文化意識、思維品質(zhì)、學(xué)習(xí)能力等核心素養(yǎng)。培養(yǎng)學(xué)生的思維品質(zhì)作為英語閱讀教學(xué)中不可忽視的組成部分,備受教師和研究者的關(guān)注。在英語閱讀教學(xué)中,教師的提問可以鍛煉學(xué)生思維的敏捷性和靈活性,促進思維的復(fù)雜性進而激發(fā)思維的創(chuàng)造性。因此,英語閱讀課堂提問在培養(yǎng)學(xué)生思維品質(zhì)方面有著不可替代的地位。本文嘗試調(diào)查英語閱讀教學(xué)中旨在發(fā)展學(xué)生思維品質(zhì)的教師提問的現(xiàn)狀,進而為實現(xiàn)學(xué)生思維品質(zhì)提高這一目標(biāo)提供現(xiàn)實的依據(jù)與切實的建議。本研究以三名英語教師及三個不同層次的高二年級班級學(xué)生為研究對象,采取了課堂觀察的方式,對英語閱讀課進行了錄音及轉(zhuǎn)寫,并以布魯姆的教育目標(biāo)分類學(xué)為理論基礎(chǔ)對課堂提問進行了研究。隨后,為了進一步了解教師的深層信息,作者對三位教師進行面對面采訪。研究將圍繞三個問題展開:(1)英語閱讀課教師提問的類型和頻率分別是什么?(2)教師對不同層次學(xué)生的提問有哪些不同?(3)在英語閱讀課上,教師提問對學(xué)生的思維品質(zhì)發(fā)展有什么影響?數(shù)據(jù)和研究結(jié)果表明:展示型問題是教師在英語閱讀課堂中所問的最多的問題類型,其次分別是參閱型問題和評估型問題。閱讀...
【文章頁數(shù)】：97 頁
【學(xué)位級別】：碩士
【文章目錄】：
摘要
Abstract
Chapter One Introduction
1.1 Research Background
1.2 Significance and Purpose of the Research
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Related Concepts of Questions and Questioning
2.1.1 Categories and Characteristics of Questions
2.1.2 Strategies of Teacher Questioning
2.1.3 Principles of Teacher Questioning
2.2 Thinking Quality
2.2.1 Definition of Thinking Quality
2.2.2 Components of Thinking Quality
2.2.3 Significance of Thinking Quality
2.3 Previous Researches on Teachers’Questioning and the Development ofThinking Quality in Reading Classes Abroad and at Home
2.3.1 Previous Related Researches Abroad
2.3.2 Previous Related Researches at Home
2.3.3 Limitations of Previous Researches
2.4 Theoretical Foundation of the Research
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Instruments
3.3.1 Classroom Observation
3.3.2 Interview
3.4 Research Procedure
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Results and Discussion of Classroom Observation
4.1.1 Numbers and Percentage of Questions Asked by Teachers
4.1.2 Differences of teachers’questioning to students of different levels
4.2 Results and Discussion of Teachers’Interview
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations of the Research
5.4 Suggestions for Further Researches
Bibliography
Appendix
Acknowledgments
本文編號：3986089
【文章頁數(shù)】：97 頁
【學(xué)位級別】：碩士
【文章目錄】：
摘要
Abstract
Chapter One Introduction
1.1 Research Background
1.2 Significance and Purpose of the Research
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Related Concepts of Questions and Questioning
2.1.1 Categories and Characteristics of Questions
2.1.2 Strategies of Teacher Questioning
2.1.3 Principles of Teacher Questioning
2.2 Thinking Quality
2.2.1 Definition of Thinking Quality
2.2.2 Components of Thinking Quality
2.2.3 Significance of Thinking Quality
2.3 Previous Researches on Teachers’Questioning and the Development ofThinking Quality in Reading Classes Abroad and at Home
2.3.1 Previous Related Researches Abroad
2.3.2 Previous Related Researches at Home
2.3.3 Limitations of Previous Researches
2.4 Theoretical Foundation of the Research
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Instruments
3.3.1 Classroom Observation
3.3.2 Interview
3.4 Research Procedure
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Results and Discussion of Classroom Observation
4.1.1 Numbers and Percentage of Questions Asked by Teachers
4.1.2 Differences of teachers’questioning to students of different levels
4.2 Results and Discussion of Teachers’Interview
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations of the Research
5.4 Suggestions for Further Researches
Bibliography
Appendix
Acknowledgments
本文編號：3986089
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