初中英语熟手教师和新手教师高层次追问对学生批判性思维发展程度的影响分析

An Analysis of the Influence of Higher-level Follow-up Questioning by Proficient and Novice Teachers on Students'Critical Thinking in Junior English Classes

批判性思维发展是个对话的过程,应该通过具体的课堂互动加以培养。本文以两节初中英语阅读课教师高层次追问为研究对象,对比分析了熟手教师和新手教师不同类型的高层次追问对学生批判性思维发展程度有何影响。研究发现:熟手教师高层次追问的数量和类型分布合理性总体优于新手教师;熟手教师高层次追问更能有效促进学生批判性思维的实质发展,其思维品质目标达成度高于新手教师。本研究建议初中英语新手教师要提高追问层次,丰富追问类型,促进学生批判性思维全面发展;建议所有教师把握追问难度,优化追问策略,确保学生批判性思维实质发展。

Critical thinking is a dialogic practice people engage in and commit to,initially interactively and then in interiorized form with the other only implicit.This paper adapts classroom observation and discourse analysis methods to analyze and compare the distribution of higher-level follow-up questioning and its different types’influence on student’s critical thinking in junior English classes.The research objectives are the higher-level follow-up questioning of an experienced teacher and a novice teacher in Senior English reading classes.The results show that the times and distribution of experienced teachers’higher-level followup questioning are more rational than proficient teachers’.Besides,in general,experienced teachers can adopt higher-level follow-up questioning to develop students’critical thinking more effectively.Based on the studies,the paper suggests that senior English novice teachers should arouse the awareness of adopting higher-level follow-up questioning and utilizing different types of it in English classes,thus to develop students’critical thinking comprehensively.Moreover,both experienced and novice teachers should consider students’current thinking quality as well as language capacity in advance,using the right higher-level follow-up questioning based on zone of proximal development,then optimize the strategies of higher-level follow-up questioning,such as taking advantage of conflicts to adopt it,thus to promote students’critical thinking substantially developed.