基于修订版布鲁姆教育目标分类理论,本研究采用课堂观察和会话分析的方法,以教学对话分析方案(SEDA)为理论框架,以二十四个高中英语优质课会话片段为语料,研究支架性话语在不同认知层次提问中的分布情况与低阶、高阶认知层次提问中支架...基于修订版布鲁姆教育目标分类理论,本研究采用课堂观察和会话分析的方法,以教学对话分析方案(SEDA)为理论框架,以二十四个高中英语优质课会话片段为语料,研究支架性话语在不同认知层次提问中的分布情况与低阶、高阶认知层次提问中支架性话语的差异。研究发现,教师所使用的大类支架性话语在频率和类型上存在显著差异,多种子类支架在低阶、高阶认知层次提问中分布不均或呈零星分布。本文建议教师根据提问的认知层次合理运用支架、根据学生的反馈灵活调整课堂话语,来发展学生的批判性思维能力和自主学习的能力。Based on the Revised Bloom’s Taxonomy and Scheme for Educational Dialogue Analysis, this paper adopts the research methods of classroom observation and conversation analysis to study the distribution of teachers’ scaffolding talk across different cognitive levels of questions and the difference between teachers’ scaffolding talk in lower- and higher-order thinking questions by using 24 extracts of high-quality high school English lessons as corpus. The findings showed a discrepancy in the frequency and type of scaffolding talk used by teachers, and a variety of sub-categories are unevenly or sporadically distributed in low-order and higher-order cognitive level questions. It is suggested that teachers should use scaffolds reasonably according to the cognitive level of questions and flexibly adjust classroom discourse according to students’ feedback to develop students’ critical thinking ability and self-directed learning ability.展开更多
文摘基于修订版布鲁姆教育目标分类理论,本研究采用课堂观察和会话分析的方法,以教学对话分析方案(SEDA)为理论框架,以二十四个高中英语优质课会话片段为语料,研究支架性话语在不同认知层次提问中的分布情况与低阶、高阶认知层次提问中支架性话语的差异。研究发现,教师所使用的大类支架性话语在频率和类型上存在显著差异,多种子类支架在低阶、高阶认知层次提问中分布不均或呈零星分布。本文建议教师根据提问的认知层次合理运用支架、根据学生的反馈灵活调整课堂话语,来发展学生的批判性思维能力和自主学习的能力。Based on the Revised Bloom’s Taxonomy and Scheme for Educational Dialogue Analysis, this paper adopts the research methods of classroom observation and conversation analysis to study the distribution of teachers’ scaffolding talk across different cognitive levels of questions and the difference between teachers’ scaffolding talk in lower- and higher-order thinking questions by using 24 extracts of high-quality high school English lessons as corpus. The findings showed a discrepancy in the frequency and type of scaffolding talk used by teachers, and a variety of sub-categories are unevenly or sporadically distributed in low-order and higher-order cognitive level questions. It is suggested that teachers should use scaffolds reasonably according to the cognitive level of questions and flexibly adjust classroom discourse according to students’ feedback to develop students’ critical thinking ability and self-directed learning ability.
