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AStudyofTeachers’questioningandFeedbackinJuniorHighSchoolEnglishReadingClassBasedonThinkingQuality
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Abstract:Throughcontentanalysis,thisstudyanalyzedthevideosoffourteachersintheFourthFamousTeachersConferenceandcountedthetypesofteachers’questioningandfeedbackinthevideos.Theconclusionsareasfollow:(1)TheproportionofdisplayquestionsismuchlargerthanthatofreferentialquestionsinthejuniorhighEnglishclasses;(2)Theextentandrichnessofthequestionsconcerningobservationandanalysis,criticismandinnovationinthesectiongoalsofthinkingqualityintheEnglishCoreLiteracyneedtobeimproved;(3)Teachersaremorelikelytousepositivefeedbackthannegativefeedback.
Keywords:teachers’questioning;teachers’feedback;thinkingquality
基于思维品质的初中英语阅读课提问与反馈研究
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摘要：本研究通过内容分析，通过对第四届名师大会中四位老师的教学视频进行观察分析，统计视频中教师提问和反馈的类型，得出以下结论：(1)在初中英语课堂，展示性问题的比例远大于参考性问题的比例；（2）英语核心素养中思维品质学段目标中观察与辨析以及批判与创新的提问涉及程度和丰富程度有待提升；（3）相比于消反馈，教师更倾向于使用积极反馈。
关键词：教师提问；教师反馈；思维品质
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AStudyofTeachers’questioningandFeedbackinJuniorHighSchoolEnglishReadingClassBasedonThinkingQuality
1.Introduction
ThinkingqualityputforwardbytheEnglishCurriculumStandardsforcompulsoryeducationmainlyfocusesontheimprovementofstudents’logicalthinkingabilityandexpressingcapability,whichinvolvesobservationandanalysis,inductionandinferenceaswellascriticismandinnovation.Teachers’questioninginreadingclassisoneoftheimportantmeanstocultivatestudents’criticalthinking,whichisaprocesstopromotestudentscontinuousthinkingandexploringability.Thequestioningprocesscanguidestudentstodeveloptheirthinkingabilityfromlowleveltohighlevelandisconsideredasthe‘scaffolding’ofEnglishreadingclass(Yuan2010).Teachers’feedbackisacrucialcomponentofclassroomdiscourseresearch,whichplaysavitalroleinbothstudent