小学英语教师提问认知层次对学生批判性思维技能发展的影响

Effects of Teachers'Cognitive Levels of Questionings on the Development of Students'Critical Thinking Skills in Primary School Picture Books Teaching

本研究选取14节全国小学英语课堂教学观摩培训活动的优质绘本阅读课例,采用会话分析法,观察分析优秀教师如何在绘本教学中通过提问发展小学生批判性思维技能。研究发现,不同认知层次的教师提问经过合理的设计,均能有效发展小学生批判性思维技能,其中分析型问题的效果最佳。本研究建议小学英语教师合理配置问题的认知层次,培养小学生的批判性思维意识,训练小学生的批判性思维技能。

This study selects 14 high-quality picture book reading lessons in the National Primary English Teaching Observation and Training Activities,and adopts the conversational analysis method to observe and analyze how teachers develop primary school students'critical thinking skills through questionings.It is found that different cognitive levels of questions can play different positive roles in developing students'critical thinking skills if reasonable designed,among which the analyzing question has the best effects.So this study suggests that primary school English teachers should allocate different cognitive levels of questions reasonably to cultivate students'critical thinking awareness and train pupils'critical thinking skills.