有效设置英语阅读问题,提升学生思维能力

The Effective Design of English Reading Questions Promoting Students’Thinking Ability

本研究以布鲁姆教育目标分类法中的认知目标为理论指导,以安德森的问题分类方法为依托,对人教版、外研版高中英语教材必修1-5主课文阅读问题进行了分类和对比,旨在通过对比两版教材中的阅读问题,帮助教师意识到为提升学生阅读能力而设置深层次问题的必要性。研究发现两版教材阅读题型中回忆型问题占比最高,理解型和分析型问题占比次之,创造型、评价型、应用型问题占比较低。因此,教师可在保留教材阅读问题的基础上,根据需要设置部分深层有效的评价、应用和创造型等问题,以进一步提升学生高阶思维能力。

Based on Bloom’s taxonomy of educational objectives in cognitive domain and Anderson’s classification of questions,the reading questions in senior high school English textbook 1-5 from PEP and FLTRP have been analyzed in a contrastive way.The purpose is to help teachers realize the importance of designing high-level reading questions for further improving students’reading abilities.The results show that the questions for remembering among two editions of textbooks make up the largest percentage,the questions for understanding and analyzing take the second place,and the questions for creating,evaluating and applying have the comparatively low percentage.Therefore,the teachers not only use the reading questions in the English textbook,but need to design more high-level reading questions effectively to enhance students’ thinking abilities.