基于Bloom教育目标分类理论下的初中英语课堂提问有效性研究
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摘要
课堂提问既是一门学问,又是一门艺术。在初中英语课堂教学中,提问是实施有效性教学的"关键点"。因此,在课堂教学中如何进行有效性提问至关重要。本文基于Bloom教育目标分类学理论,以初中英语听说课为例,通过对两位初中英语教师的提问进行课堂观察和分析,研究初中英语课堂教学中教师提问存在的主要问题以及教师如何进行有效性提问。
Questioning in class is not only a teaching method,but also an art. In junior middle English teaching,questioning is the " key point" to implement effective teaching. Therefore,it is very important to ask effective questions in classroom teaching. Based on Bloom's theory of educational goal taxonomy,by observing and analysing the questions of two junior middle school English teachers,this paper takes English listening and speaking class in junior middle school as an example to study the main problems of teachers' questioning in junior middle English teaching and give some suggestions on how to achieve effective questioning.
Questioning in class is not only a teaching method,but also an art. In junior middle English teaching,questioning is the " key point" to implement effective teaching. Therefore,it is very important to ask effective questions in classroom teaching. Based on Bloom's theory of educational goal taxonomy,by observing and analysing the questions of two junior middle school English teachers,this paper takes English listening and speaking class in junior middle school as an example to study the main problems of teachers' questioning in junior middle English teaching and give some suggestions on how to achieve effective questioning.
引文
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[2]Bloom,B.Taxonomy of Educational Objectives:The Classification of Educational Goals.Handbook I:Cognitive Domain[M].NY:Longman,1956.
[3]Long,M.H.&Sato,C.J.Classroom Foreign Talk Discourse:Forms and functions of teachers'questions[J].H.W.Selinger&M.H.Long.(eds.),Classroom Oriented Research in Second Language Acquisition.Rowley,MA.:Newbury House,1983.
[4]Nunan,D.Language Teaching Methodology[M].New York:Prentice Hall,1991.
[5]Rowe,M.B.Pausing Phenomena:Influence on the Quality of Instruction[J].Journal of Psycholinguistic Research,1974(3):203-224.
[6]安德森.布鲁姆教育目标分类学(完整版)分类学视野下的学与教及其测评.蒋小平等译[M].北京:外语教学与研究出版社,2009.
[7]胡青球,埃德·尼可森,陈炜.大学英语教师课堂提问模式调查分析[J].外语界,2004,(6):22-27.
[8]孔文,李清华.关于EFL课堂中教师提问的对比研究[J].国外外语教学,2007,(3):27-33.
[9]吴霞辉.Uneven Allocation of Teachers’Attention to Students[J].中国英语教学,2003,(4):28-35.
[10]夏雪梅,以学习为中心的课堂观察[M].北京:教育科学出版社,2012:29.
[11]中华人民共和国教育部.义务教育英语课程标准(2011年版)[S].北京:北京师范大学出版社,2012.
[12]周星,周韵.大学英语课堂教师话语的调查与分析[J].外语教学与研究,2002,(1):59-68.
[2]Bloom,B.Taxonomy of Educational Objectives:The Classification of Educational Goals.Handbook I:Cognitive Domain[M].NY:Longman,1956.
[3]Long,M.H.&Sato,C.J.Classroom Foreign Talk Discourse:Forms and functions of teachers'questions[J].H.W.Selinger&M.H.Long.(eds.),Classroom Oriented Research in Second Language Acquisition.Rowley,MA.:Newbury House,1983.
[4]Nunan,D.Language Teaching Methodology[M].New York:Prentice Hall,1991.
[5]Rowe,M.B.Pausing Phenomena:Influence on the Quality of Instruction[J].Journal of Psycholinguistic Research,1974(3):203-224.
[6]安德森.布鲁姆教育目标分类学(完整版)分类学视野下的学与教及其测评.蒋小平等译[M].北京:外语教学与研究出版社,2009.
[7]胡青球,埃德·尼可森,陈炜.大学英语教师课堂提问模式调查分析[J].外语界,2004,(6):22-27.
[8]孔文,李清华.关于EFL课堂中教师提问的对比研究[J].国外外语教学,2007,(3):27-33.
[9]吴霞辉.Uneven Allocation of Teachers’Attention to Students[J].中国英语教学,2003,(4):28-35.
[10]夏雪梅,以学习为中心的课堂观察[M].北京:教育科学出版社,2012:29.
[11]中华人民共和国教育部.义务教育英语课程标准(2011年版)[S].北京:北京师范大学出版社,2012.
[12]周星,周韵.大学英语课堂教师话语的调查与分析[J].外语教学与研究,2002,(1):59-68.