初中英语课堂提问的认知思维导向分析

The Analysis of Cognitive Orientation of English Class Questioning in Junior High School

基于布鲁姆的教育目标分类法中的认知领域和维果斯基的最近发展区理论,笔者采用课堂观察、文本转换等研究方法分别从教师的课堂提问类型、提问应答方式和提问策略等三方面着重论述英语教师的课堂提问对学生认知思维导向的影响。研究发现,在初中阶段,低认知思维水平的问题居多,但教师能灵活应用不同的提问策略引导学生进行思考,并尽可能地将问题分配给更多的学生,提高学生的课堂参与度,促进学生思维能力的发展。

Based on Bloom's Taxonomy of Education Objectives' Cognitive Domain and Vygotsky's Zone of Proximal Development, class observation and transcriptions are adopted as the research methods by the authors to analyze the cognitive orientation of English class questioning in the junior high school from the aspects of questioning types, questioning responding ways and questioning strategies. The research results show that the low order thinking questions take up a majority of the questions in junior high school. However, teachers can adopt different questioning strategies to guide students in thinking and distribute questions to more students so as to improve their participation in class and promote their thinking ability.