118 / 2021-06-28 18:45:43

高中英语阅读课教师追问对学生应答思维层次的影响研究

教师追问；学生应答；思维层次；认知支架,follow-up questioning; students' responding;  thinking level; cognitive scaffolding

【摘要】本文采用课堂观察和会话分析法，对20节高中英语优质阅读课例中教师追问的认知层次和学生应答的思维层次进行量化统计和质性分析。结果发现：高中英语阅读课教师低认知层次追问远多于高认知层次追问，两个认知层次的教师追问引发学生低思维层次应答次数皆多于高思维层次应答。教师追问对学生应答思维层次的主要影响因素包括追问的认知层次和追问类型、学生回答问题的思考时间和教师提供的认知支架。建议教师区分追问层次，关注追问类型，提升学生应答思维层次；区分应答层次，搭建认知支架，提高学生语言输出质量。

Abstract: This study focuses on thinking levels of English teachers' follow-up questioning and students' responding in 20 high-quality English reading classes of senior high school. By classroom observation and conversation analysis, results showed that the number of teachers' follow-up questioning at low thinking levels far exceeded those at high levels; students responded more at low thinking levels rather than in high thinking levels to both types of teachers' follow-up questioning. A qualitative and quantitative analysis showed that the influential factors of teachers' follow-up questioning on students' responding should include the thinking levels and questioning types of teachers' follow-up questioning, the wait time for students' thinking and responding, as well as the means and the opportunity to provide scaffolding. Therefore, it is suggested that English teachers should distinguish thinking levels and questioning types of follow-up questioning so as to improve students' responding levels accordingly. Besides, identifying students' responding levels and providing cognitive scaffolds are also recommended for improving the quality of students' language output.