本文是一篇英语论文，笔者认为在进一步的学习中，可以把更多的注意力放在其他课程上，比如听说、语法和写作课。最后，探讨了教师提问与学生思维素质培养的关系。进一步的研究可以针对学生探索他们对教师提问和思维质量的反馈。预计这些方面将在进一步的研究中得到补充。
Chapter 1 Introduction
1.1 Research Background
Since the last century,education has been required to cultivate students withcomprehensive competencies and innovative capacities.All countries worldwide began toexplore the knowledge,ability,attitudes,and values that students in the 21st century shouldhave,hence the concept of key competency came into being.In March 2014,the Ministryof Education in China issued Opinions on Fully Deepening Curriculum Reform andImplementing the Fundamental Task of Moral Composition and Talent Cultivation[1],andaimed to integrate the training of students’key competencies into the syllabus reform ofmiddle schools.As the cognitive aspect of key competencies in English subject,thinkingquality refers to students’skills employed in thinking and the quality of their thinking,which can help students analyze and solve problems,observe and understand the worldfrom a cross-cultural perspective,and make reasonable value judgments on things[2].Reading teaching is a crucial part of English teaching in senior high schools,which is alsosignificant for the cultivation of students’thinking quality.However,in the current practiceof English reading teaching,thinking quality has not been considered as a key goal.Moreemphases are laid on language knowledge and reading activities instead of educatingstudents as persons who can understand reading content and express ideas[3].
英语论文怎么写
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1.2 Research Significance and Purpose
Previous studies paid much attention to the analysis of teacher questioning in class,such as the classification,function,and questioning strategies,while only a few studiesemphasized the effect of teacher questioning in terms of cultivating students’thinkingqualities in English reading class of senior high school.In order to explore the currentsituation of teacher questioning regarding cultivating students’thinking quality,this studyconducted an analysis based on the classroom observation and interview to pinpoint therelationship between teacher questioning and the cultivation of thinking quality.It furtheranalyzed the current situation of teacher questioning in English reading class of senior highschool.To be more specific,the purpose of the study centered on question types,wait time,and forms of answering questions in English reading class,as well as the current situationof the cultivation of students’thinking quality.
This research embraces both theoretical and practical significance.Theoretically,itcomplements the empirical research on teacher questioning,and it also fills the gap ofresearch on teacher questioning from the perspective of cultivating students’thinkingquality in English reading classes of senior high schools.Also,this research will offer newperspectives to investigate the current English reading teaching.Practically,this study willprovide enlightenment to English teachers in senior high schools to improve the quality ofquestioning and strengthen their awareness of cultivating students’thinking quality.
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Chapter 2 Literature Review
2.1 Definition of Key Concepts
2.1.1 Thinking Quality
Early in the 1950s,Soviet psychologists initiated the studies on thinking quality,andthey held that the thinking mode varied from person to person,hence it was necessary toinvestigate thinking characteristics[9].American psychologist J.P.Guilford[10]firstproposed the concept of thinking quality,and he held that creativity comprised flexibility,originality,fluency,curiosity,sensitivity to problem,independence,etc..In China,ZhuZhixian and Lin Chongde firstly conducted studies on thinking and thinking quality.Earlyin 1978,Lin[11]proposed the notion of thinking quality.According to Lin,thinking qualityrefers to the manifestation of intellectual characteristics in inpidual thinking activities.Lin[12]held that thinking quality consisted of agility,flexibility,incisiveness,criticalnessand creativity.Based on previous research on thinking quality,the Ministry of Educationreleased English Curriculum Standard 2017 in which thinking quality was one of keycompetencies in English subject.In Curriculum Standard 2017,thinking quality is definedas the ability and level of thinking regarding logic,criticism,and creativity[2].Furthermore,Curriculum Standard 2017 pided thinking quality into three levels and the differences ofeach level were mainly manifested in the degree of difficulty,complexity,depth,andbreadth[2].In this thesis,definition and classification of thinking quality are combined withLin’s[11]and the definition of English Curriculum Standard 2017[2],which include agility,flexibility,logicality,criticalness,and creativity.
2.1.2 Teacher Questioning
Since Socrates introduced the art of“Midwife”and Confucius proposed heuristicteaching,teachers have begun to use questions to stimulate thinking in the classroom.Taba[13]held that questioning was the most frequently used teaching strategy in theclassroom teaching.Cotton[5]defined a question as any sentence which had an interrogativeform or function.In class,teacher questions refer to instructional cues or stimuli thatconvey to students the content elements to be learned and directions for what they are to doand how they are to do it.Similarly,Ur[14]defined questioning as a teacher utterance thataimed to encourage an oral response from students.
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2.2 Previous Studies on Thinking Quality
Previous research on thinking quality can be traced back to the 1960s whenGuilford[10]discussed thinking quality from the perspective of the structure of intellect.Thefollowing research at both home and abroad focused on the classification of thinkingquality,approaches of developing thinking quality,and approaches of evaluating thinkingquality.
2.2.1 Classification of Thinking Quality
Thinking quality includes various components.Previous studies on the classificationof thinking quality were mainly based on the process of thinking or different levels oftasks.
In Guilford’s cubical model presenting the structure of intellect,the first dimension isthe content of intellect,which refers to all kinds of information in daily life,includingfigural,symbolic,semantic,and behavioral information.The second dimension refers tovarious types of operations,showing the direction of thinking.The third dimensionincludes various products,including units,classes,relations,systems,transformations,andimplication[10].Sternberg[18]held that thinking intelligence consisted of three aspects:(1)analytical intelligence which involves judging and evaluating ideas;(2)creativeintelligence,which involves inventiveness and imagination in problem solving;(3)practical intelligence which involves using,utilizing,and applying strategies,ideas,andfacts.Marzano[19]discussed the categories of thinking quality as follows:(1)meta-cognition,which controls tasks of thinking process;(2)critical and creative thinking;(3)thinking processes,such as concept formation,problem solving,and research;(4)corethinking skills,the building blocks of thinking;(5)the relationship of knowledgeandthinking.
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Chapter 3 Theoretical Foundation.................17
3.1 The Revised Bloom’s Taxonomy of Educational Objectives.............................17
3.2 Thinking Structure Focused on Intelligence...................19
Chapter 4 Research Design.................................21
4.1 Research Questions......................................21
4.2 Research Participants........................21
Chapter 5 Analysis of Teacher Questioning in English Reading Classes.........33
5.1 Characteristics of Questions.........................33
5.1.1 Characteristics of Question Types................................33
5.1.2 Characteristics of Forms of Answering Questions........................36
Chapter 5 Analysis of Teacher Questioning in English ReadingClasses
5.1 Characteristics of Questions
Characteristics of questions are illustrated as question types,forms of answeringquestions and wait time respectively.
5.1.1 Characteristics of Question Types
The distribution of six question types will be analyzed from two aspects which are thefrequency and proportion of each question type among all the six question types.Teachers’questions are pided into six categories,including remembering questions,understandingquestions,applying questions,analyzing questions,evaluating questions and creatingquestions based on the revised Bloom’s taxonomy.The frequency of different questiontypes in each class is presented in Table 5-1.
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Chapter 6 Conclusion
6.1 Major Findings
After analyzing the data from classroom observation,four research questionsproposed in this study can be answered and the major findings are summarized as follows.
This study commits to explore the current situation of teacher questioning in Englishreading class of senior high school in these factors:question type,wait time,and forms ofanswering questions.
Firstly,the main question types in the 17 English reading classes are understandingquestions,remembering questions,and analyzing questions.Six types of questions are allincluded in the 17 English classes;however,the six types of questions are unevenlydistributed in different classes.Through the analysis of question types,it can be concludedthat most teachers use all six types of questions in the English reading class,and eachquestion type has a different proportion in the total number of questions.The number oflow-order thinking questions markedly exceeds the number of high-order thinkingquestions.Among the high-order thinking questions,the most frequently asked questionsare analyzing questions.
Secondly,teachers basically adopt four forms of answering questions:chorusanswering,nominating answering,volunteering answering,and teacher self-answering.The most frequent form is volunteering answering,followed by nominating and chorusanswering,and teacher self-answering is the least frequently used form.Also,teachersprefer to adopt the form of volunteering answering at first,and in case of unresponsiveness,they turn to other forms of answering questions.
Thirdly,wait time which is less than 3 seconds appears with the highest frequency inclass then followed by the time period 3-5 seconds,and the period of more than 5 secondsis the least frequent,which can be concluded that the longer the length of wait time is,thelower the frequency of wait time is and the distribution of wait time is related to thedistribution of the cognitive level of questions.
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