高中英语阅读课熟手和新手教师追问对学生应答思维层次的影响分析  

An Analysis of the Influence of Follow-up Questioning by Proficient and Novice Teachers on Students' Response Thinking Levels in Senior English Reading Class

作　　者：牟金江[1] 葛城均 Mu Jinjiang;Ge Chengjun(College of Foreign Languages,Zhejiang Normal University,Jinhua Zhejiang 321004,China)

机构地区：[1]浙江师范大学外国语学院,浙江金华321004

出　　处：《基础教育外语教学研究》2020年第1期5-11,共7页Foreign Language Teaching & Research in Basic Education

基　　金：浙江省高校专业学位研究生培养模式改革专项课题《指向培养学生批判性思维的初中阅读教学实践》(Y201942871)的阶段研究成果。

摘　　要：本文采用课堂观察和会话分析法,对比分析了高中英语阅读课上熟手和新手教师高层次追问和低层次追问的分布情况及其对学生应答的思维层次影响。研究结果表明:熟手教师追问次数和追问类型分布合理性总体优于新手教师;熟手教师高、低层次追问的目标达成度明显高于新手教师;熟手教师高层次追问意识和追问后的支架意识明显高于新手教师。此外,两类教师高层次追问问题偏难和低层次追问后给予学生回读或思考时间较少会导致学生无应答。本研究建议:平衡追问比例,关注追问类型,增强教师有效追问意识;区分追问层次,提供认知支架,提升学生应答思维层次;评估追问难度,区分追问对象,降低无应答发生频率。This paper adapts classroom observation and discourse analysis methods to analyze and compare the distribution of high-level follow-up questioning and low-level follow-up questioning and their influence on student’s response thinking levels in senior English reading class.The results show that experienced teachers’follow-up questioning times and types are more rational than novice teachers’;experienced teachers’high-level and low-level follow-up questioning achieve better targets than novice teachers’;experienced teachers have more obvious awareness of high-level follow-up questioning and the following scaffolding.Besides,both experienced and novice teachers’high-level follow-up questioning being too difficult and leaving less time for students to read back or think will lead to students’non-response.Based on the studies,the paper suggests that novice teachers should balance the proportion of follow-up questioning,pay attention to the types of follow-up questioning and raise the awareness of effective follow-up questioning;novice teachers should distinguish follow-up questioning levels,provide cognitive scaffolds and thus improve students’response thinking levels;both experienced and novice teachers should assess the difficulty of follow-up questioning,distinguish the objects of follow-up questioning and reduce the frequency of non-response.

关 键 词：教师追问 学生应答 低思维层次 高思维层次 

分 类 号：G63[文化科学—教育学]