阅读课堂提问的认知特征与思辨能力培养  

The Cognitive Features of Reading Classroom Questioning and Critical Thinking Development

作　　者：杨莉芳[1] 

机构地区：[1]北京外国语大学

出　　处：《中国外语》2015年第2期68-79,共12页Foreign Languages in China

基　　金：全国教育科学"十二五"规划2011年度教育部重点课题"高校英语专业技能课程与思辨能力培养研究"(批准号:GPA115061);教育部专业综合改革试点项目"北京外国语大学英语专业综合改革试点项目"的成果

摘　　要：本研究基于三位英语专业阅读课教师共18课时自然状态下的课堂数据,使用B l o o m认知能力分类模型对课堂提问进行分析,描述阅读课堂提问的认知层级分布情况,揭示课堂提问认知层级的发展轨迹,探讨课堂提问对思辨能力发展的作用。研究结果表明,课堂提问认知层级的分布总体符合思辨能力培养的要求,但阅读教学的不同阶段对思辨能力培养目标的实现存在较大差异。在提问认知层级的不同发展轨迹中,波形发展的提问方式更有利于思辨能力培养,但也对教师课堂提问的设计和实践提出了较高要求。Based on data from 18 hours of reading classes to English majors by 3 teachers, the present paper analyzes teachers＇questions by adopting Bloom＇s taxonomy, describes the cognitive levels of questions, identifies patterns of cognitive development in questions, and discusses how they are related to critical thinking development. The findings reveal that the overall distribution of the cognitive levels of questions is appropriate for the training of critical thinking, but it differs with the stages of teaching. Of the different patterns of cognitive development in questions, the wavy pattern is most efficient in fostering critical thinking ability, but it also requires teachers＇careful design and efficient practice of classroom questioning.

关 键 词：阅读教学 思辨能力 课堂提问 

分 类 号：H319[语言文字—英语]