批判性思維不僅是當今國內(nèi)外教育界共同關注的核心技能之一,也是思維品質的重要組成部分和表現(xiàn)形式。作為高中英語教學中的重要組成部分,閱讀教學也是培養(yǎng)學生批判性思維的有效途徑之一。在高中英語閱讀教學中,教師提問不僅是師生溝通和交流的橋梁,也是培養(yǎng)學生批判性思維的重要途徑。因此,研究不同的教師提問類型在高中英語閱讀課中的使用,幫助學生在理解文章字面意思的基礎上逐步理解文章的內(nèi)涵,并進一步進行分析、推理和評估,從而提高學生的批判性思維和英語閱讀成績。本研究基于布魯姆的教育目標分類學,建構主義和最近發(fā)展區(qū)理論,選取慶陽市某高中的93名高一學生為研究被試,以批判性思維技能測試和英語閱讀測試作為研究工具,探討了兩個問題:第一,教師提問類型是否會影響學生的批判性思維?第二,教師提問類型是否會提高高中生的英語閱讀成績?在實驗班,研究者在英語閱讀課中設計了不同的教師提問類型,涉及的提問類型包括記憶型、理解型、應用型、分析型、評價型和創(chuàng)造型問題。教師不僅要引導學生理解文章的字面意義,還要在教師提問的引導下進行推斷、分析和評價,理解文章的內(nèi)涵以促進學生批判性思維的發(fā)展。實驗結束后,借助SPSS.23.0軟件,運... 

【文章來源】：西北師范大學甘肅省

【文章頁數(shù)】：107 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
    1.1 Research background
    1.2 Research purpose
    1.3 Research significance
Chapter 2 Literature review
    2.1 Previous researches on teacher questioning types abroad and at home
        2.1.1 Previous researches on teacher questioning types abroad
        2.1.2 Previous researches on teacher questioning types at home
    2.2 Previous researches on the critical thinking abroad and at home
        2.2.1 Previous researches on the critical thinking abroad
        2.2.2 Previous researches on the critical thinking at home
    2.3 Researches on the relationship between teacher questioning types and criticalthinking
    2.4 Summary
Chapter 3 Theoretical framework
    3.1 Bloom‘s Taxonomy of Educational Objectives
    3.2 Constructivism
    3.3 Zone of Proximal Development
Chapter 4 Research methodology
    4.1 Research questions
    4.2 Research subjects
    4.3 Research instruments
        4.3.1 Critical thinking test
        4.3.2 English reading tests
    4.4 Research procedures
    4.5 Data collection and analysis
Chapter 5 Results and discussion
    5.1 Results and discussion from critical thinking
        5.1.1 Results and discussion from critical thinking of pre-test
        5.1.2 Results and discussion from critical thinking of post-test
        5.1.3 Results and discussion between pre-test and post-test of critical thinking
    5.2 Results and discussion from English reading achievements
        5.2.1 Results and discussion from English reading achievements of pre-test
        5.2.2 Results and discussion from English reading achievements of post-test
        5.2.3 Results and discussion between pre-test and post-test of English readingachievements
Chapter 6 Conclusion
    6.1 Major findings
    6.2 Implications for further teaching
    6.3 Limitations of the research
    6.4 Suggestions for the further research
References
Appendix Ⅰ Critical thinking test （Zhang, 2017）
Appendix Ⅱ Pre-test of English reading
Appendix Ⅲ Post-test of English reading
Appendix Ⅳ Reading material
Acknowledgements
個人簡歷、在學期間發(fā)表的學術論文及研究成果



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