高中英语课堂提问的认知思维导向研究  

A Study of the Cognitive Orientation of Senior High School English Classroom Questioning

作　　者：舒白梅[1] 黎敏玲[2] 

机构地区：[1]华中师范大学外国语学院,湖北武汉430079 [2]海口市第一中学,海南海口570311

出　　处：《山东外语教学》2008年第2期61-66,共6页Shandong Foreign Language Teaching

摘　　要：笔者采用课堂观察、课堂录音、问卷调查的方法，对海口市第一中学高中英语课的课堂提问类型及认知思维导向进行了分析，发现低认知思维水平的问题（展示性问题）在高中英语课堂中被广泛、频繁地使用，而有利于启发学生的高认知思维水平、有利于运用目标语进行交际的参考性问题却很少。笔者认为应改善教师课堂提问的质量，充分发挥其认知思维导向的作用。According to Bloom＇s taxonomy, questions of memorization, comprehension and application are of low cognitive level. Long and Sato classified questions into display questions and referential questions. The latter is of high cognitive orientation. Using different research methods the authors of this paper discover that low-cognitive-level display questions are widely and frequently used in the classrooms while there is a lack of high-cognitive-level referential questions, which are believed to be useful for cognitive development and learning of the target language.

关 键 词：以学习者为中心 课堂提问 问题 认知思维 认知导向 

分 类 号：H319[语言文字—英语]