元认知视域下的高中英语课堂提问案例研究
发布时间：2019-06-19 23:29
【摘要】：课堂提问是课堂教学的重要手段之一,提问的方式和质量影响着课堂教学效果。随着教育心理学的广泛应用,许多教育工作者围绕元认知理论对课堂教学方面展开大量研究,使其逐渐成为当下教育心理学的热点。元认知是对认知活动的认知、监控和调节;元认知策略是在认知过程中获得知识,通过计划、调控认知过程,评价认知效果,从而调整认知行为,包括元认知计划策略、元认知监控策略和元认知调节策略。据调查发现,很多教师缺乏元认知意识,很少将元认知策略运用到课堂提问中去。针对这一现状,本文从元认知视角出发,对高中英语教师课堂提问进行研究,试图对一节有代表性的英语阅读课的提问环节进行个案分析,探讨基于元认知理论的课堂提问是提高课堂教学质量与促进学生思维发展的有效途径。笔者采用文献分析、问卷调查、课堂观察、课堂录音、案例分析的方法,在漳州市某高中实习期间,预先对该校高中年级全部英语教师进行问卷调查,了解其对课堂提问方面的元认知意识程度,进行现状分析,并结合高中学生的思维水平及元认知特点,通过对英语教师的一节优质阅读课进行课堂观察、录音,从元认知角度对提问环节进行案例分析,解读基于元认知理论下,课堂提问的元认知计划策略、监控策略和调节策略的运用程度及特征。研究发现高中英语教师在课堂提问的元认知策略的应用上主要存在如下三个问题:(1)元认知计划策略应用不够,课堂提问中大量呈现展示性问题,开放性问题相对较少,且提出的问题较为浅显,缺乏深度,较少考虑到学生的最近发展区;(2)元认知监控策略方面,提问过程缺少对学生的回答进行评价;(3)元认知调节策略运用相对较好,但欠缺深入引导学生自我提问,训练该年龄阶段学生思维梯度的发展。最后,本文针对在元认知视角下课堂提问存在的问题,对高中英语课堂提问环节的教学提出建设性意见,希望能对有效发挥课堂提问策略及发展学生创造性思维和建立良好的师生关系有一些帮助和启发。
[Abstract]:Classroom questioning is one of the important means of classroom teaching, and the way and quality of questioning affect the effect of classroom teaching. With the wide application of educational psychology, many educators have carried out a lot of research on classroom teaching around metacognition theory, which has gradually become the hot spot of educational psychology at present. Metacognition is the cognition, monitoring and regulation of cognitive activities, and metacognition strategy is to acquire knowledge in the cognitive process, regulate the cognitive process and evaluate the cognitive effect through planning, so as to adjust cognitive behavior, including metacognition planning strategy, metacognition monitoring strategy and metacognition regulation strategy. According to the survey, many teachers lack metacognition consciousness and rarely apply metacognition strategies to classroom questioning. In view of this situation, this paper studies the classroom questioning of English teachers in senior high school from the perspective of metacognition, tries to make a case study of a representative English reading class, and probes into that classroom questioning based on metacognition theory is an effective way to improve the quality of classroom teaching and promote the development of students' thinking. By using the methods of literature analysis, questionnaire survey, classroom observation, classroom recording and case analysis, the author makes a questionnaire survey of all English teachers in a senior high school in Zhangzhou in advance, understands the degree of metacognition awareness of classroom questioning, analyzes the present situation, and combines the thinking level and metacognition characteristics of senior high school students. Through classroom observation, recording and case analysis of a high quality reading class of English teachers from the perspective of metacognition, this paper interprets the application degree and characteristics of metacognition planning strategy, monitoring strategy and adjustment strategy of classroom questioning based on metacognition theory. It is found that there are three main problems in the application of metacognition strategies in senior high school English teachers: (1) the application of metacognition planning strategies is not enough, a large number of display problems are presented in classroom questioning, there are relatively few open questions, and the problems raised are relatively shallow and lack of depth, and less consideration is given to the students' nearest development area; (2) in the aspect of metacognition monitoring strategy, the questioning process is lack of evaluation of students' answers; (3) the use of metacognition regulation strategy is relatively good, but it is lack of in-depth guidance to students to ask questions and train the development of students' thinking gradient in this age stage. Finally, in view of the problems existing in classroom questioning from the perspective of metacognition, this paper puts forward some constructive suggestions on the teaching of English classroom questioning in senior high school, hoping to give full play to classroom questioning strategies, develop students' creative thinking and establish a good teacher-student relationship.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2502719
[Abstract]:Classroom questioning is one of the important means of classroom teaching, and the way and quality of questioning affect the effect of classroom teaching. With the wide application of educational psychology, many educators have carried out a lot of research on classroom teaching around metacognition theory, which has gradually become the hot spot of educational psychology at present. Metacognition is the cognition, monitoring and regulation of cognitive activities, and metacognition strategy is to acquire knowledge in the cognitive process, regulate the cognitive process and evaluate the cognitive effect through planning, so as to adjust cognitive behavior, including metacognition planning strategy, metacognition monitoring strategy and metacognition regulation strategy. According to the survey, many teachers lack metacognition consciousness and rarely apply metacognition strategies to classroom questioning. In view of this situation, this paper studies the classroom questioning of English teachers in senior high school from the perspective of metacognition, tries to make a case study of a representative English reading class, and probes into that classroom questioning based on metacognition theory is an effective way to improve the quality of classroom teaching and promote the development of students' thinking. By using the methods of literature analysis, questionnaire survey, classroom observation, classroom recording and case analysis, the author makes a questionnaire survey of all English teachers in a senior high school in Zhangzhou in advance, understands the degree of metacognition awareness of classroom questioning, analyzes the present situation, and combines the thinking level and metacognition characteristics of senior high school students. Through classroom observation, recording and case analysis of a high quality reading class of English teachers from the perspective of metacognition, this paper interprets the application degree and characteristics of metacognition planning strategy, monitoring strategy and adjustment strategy of classroom questioning based on metacognition theory. It is found that there are three main problems in the application of metacognition strategies in senior high school English teachers: (1) the application of metacognition planning strategies is not enough, a large number of display problems are presented in classroom questioning, there are relatively few open questions, and the problems raised are relatively shallow and lack of depth, and less consideration is given to the students' nearest development area; (2) in the aspect of metacognition monitoring strategy, the questioning process is lack of evaluation of students' answers; (3) the use of metacognition regulation strategy is relatively good, but it is lack of in-depth guidance to students to ask questions and train the development of students' thinking gradient in this age stage. Finally, in view of the problems existing in classroom questioning from the perspective of metacognition, this paper puts forward some constructive suggestions on the teaching of English classroom questioning in senior high school, hoping to give full play to classroom questioning strategies, develop students' creative thinking and establish a good teacher-student relationship.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
【引证文献】
相关硕士学位论文 前1条
1 王晓露;小学高年级英语词汇学习中元认知策略运用的调查研究[D];福建师范大学;2017年
，本文编号：2502719
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