Bloom教育目标分类学在高中英语阅读课教师课堂提问中的应用研究

The application of Bloom's Taxonomy of Educational Objectives to the teacher's classroom questioning of English reading in senior high school

本文以Bloom教育目标分类学为指导,旨在研究记忆、理解、运用、分析、评价和创造六个层次教育目标全部覆盖的英语阅读课教师课堂提问能否促进高中生的英语阅读能力。为此,笔者从湖北某高中选取了高二年级的两个班作为实验对象,其中A班为实验班,B班为控制班,进行一个学期的教学实验。在实验过程中,实验班的英语阅读课教师课堂提问以Bloom教育目标分类学为指导,控制班则按现状进行教学,两个班的其他情况都相同。实验结果表明,Bloom教育目标分类学指导下的英语阅读课教师课堂提问能有效提高学生的英语阅读能力。

With Bloom’s Taxonomy of Educational Objectives(the six-level educational objectives:remember,understand,applicate,analyze,evaluate and create),the paper aims to study the teacher's classroom questioning of English reading to check whether it can improve the English reading ability of students in senior high school.In order to achieve research goal,the author selects two classes of the second grade from a senior high school in Hubei as the experimental subjects,and sets class A as the experimental class,class B as the control class to conduct the teaching experiment in a semester.During the experiment,the experimental class uses Bloom’s Taxonomy of Educational Objectives to guide the teacher's classroom questioning of English reading while the control class is taught according to the current situation.The other situations of the two classes are the same.The experimental results show that teacher's classroom questioning of English reading under the guidance of Bloom’s Taxonomy of Educational Objectives can improve the English reading ability of students in senior high school.