【作者】 徐荣；

【导师】 汪萍； 张寒梅；

【作者基本信息】 渤海大学 ， 教育硕士（专业学位）， 2022， 硕士

【摘要】 《普通高中英语课程标准》(2017年版)提出了英语学科核心素养,包括思维品质、语言能力、学习能力和文化意识。批判性思维是思维品质中的一个重要因素,对学生的发展非常重要。而教师提问作为课堂中师生互动的中介,也能促进学生批判性思维的发展,不同的教师提问类型会产生不同的效果。然而,高中英语课堂中学生的思维品质培养并不令人满意。以往的研究表明,大多数教师对提问在培养批判性思维中的意义和作用认识不足。而如何运用教师提问去培养学生的批判性思维仍然是一个值得进一步研究的问题。因此,本文试图回答以下三个研究问题:问题1:高中英语阅读教学中,教师提问类型的现状如何?问题2:高中生的批判性思维倾向现状如何?问题3:教师提问类型和学生的批判性思维倾向有何相关性?本研究运用课堂观察,调查问卷,访谈等研究工具进行了2个月的调查研究。具体来说,课堂观察主要用于了解6位老师课堂提问类型的现状。调查问卷分发给6位老师所带班级的252名学生,用于了解学生的批判性思维倾向的现状。最后,对6位教师和占总人数15%的40名学生进行了访谈。调查结束后,使用SPSS 19.0对课堂观察和调查问卷收集的数据进行定量分析,并转录访谈数据进行定性分析。调查结果表明,在高中英语阅读教学中,知识性问题,理解性问题和应用性问题占比相对较高,其中知识性问题占比最高;分析性问题,综合性问题和评价性问题占比相对较低,其中评价性问题占比最低。整体来看,学生对批判性思维倾向呈矛盾态度,这表明学生的批判性思维倾向较弱。教师的提问类型与学生的批判性思维倾向存在显著的高度正相关。虽然此次调查存在一定的局限性,但调查结果对于英语阅读课堂中如何运用教师提问培养学生的批判性思维倾向提供了可行的建议。更多还原

【Abstract】 The National English Curriculum Standard for General Senior High School(2017 Edition)put forward core competence of English subject,including thinking quality,language ability,learning ability and cultural awareness.Critical thinking is an important factor of thinking quality,which is significant to students’ development.Teacher questioning is a medium for interaction between students and teachers in class,which promotes students’ critical thinking.Different types of teacher questioning cause different effects.However,students’ thinking quality training in senior high school is not satisfying.Previous researches demonstrate that the majority of teachers are not well aware of the significance and the role of teacher questioning in cultivating critical thinking.And how to use teacher questioning to train students’ critical thinking is still a question that deserves further investigation.So the thesis attempts to answers the following three research questions:Question 1: What is the status quo of types of teacher questioning in senior high school English reading teaching?Question 2: What is the status quo of students’ critical thinking disposition in senior high school?Question 3: What is the correlation between teacher questioning types and students’ critical thinking disposition?This research employs classroom observation,questionnaire of CCTDI-CV,and interviews to do investigation for 2 months.To be specific,classroom observation is used to know the status quo of types of teacher questioning.And the questionnaire is given to252 students to know the current situation of students’ critical thinking disposition.Then interviews,as a complement to classroom observation,are conducted with six teachers and40 students which account for 15% of the whole students.After the investigation,the data collected in classroom observation and questionnaire is analyzed quantitatively by SPSS19.0,and the interview data is transcribed for qualitative analysis.The research results show that in senior high school English reading teaching,the proportion of knowledge questions,comprehension questions,application questions is relatively high,among which the proportion of knowledge questions is the highest;the proportion of analysis questions,synthesis questions and evaluation questions is relatively low,among which the proportion of evaluation questions is the lowest.The current situation of students’ critical thinking disposition is that students hold contradictory attitudes towards critical thinking disposition,which shows students’ current situation of critical thinking disposition is weak.There is a significant high positive correlation between teacher questioning and students’ critical thinking disposition.Although there are some limitations in this study,the investigation results can provide some feasible suggestions in teacher questioning to cultivate students’ critical thinking disposition in English reading teaching.更多还原