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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2021-10-07编辑:vicky点击率:2995
论文字数:62555论文编号:org202110050939318065语种:英语 English地区:中国价格:$ 66
关键词:初中英语教学论文
摘要:本文是一篇初中英语教学论文,在本论文中,我们发现在通过提问培养批判性思维能力方面,示范课和常规课确实存在着很大的差异和一定的相似性。一般来说,模范教师比普通教师更注重提问的培养。就问题类型的相似性而言,两种课程中较低层次的问题都远远多于较高层次的问题。
Of the lower-level questions, there are 73 remembering questions and 169understanding questions, occupying 23.86% and 55.22% of all the questionsrespectively. And the 64 higher-level questions comprise 14 applying questions,accounting for 4.58% of all the questions, 20 analyzing questions, accounting for6.54%, 13 evaluating questions taking up 4.25% and 17 creating questions, taking up5.56%. The frequency of each kind of questions raised by 6 exemplary teachers isshown in the Table 4 below.
Table 4 Frequency of Question Types in ELs
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Chapter 5 Conclusions
5.1 Major Findings
In this thesis, it is found that there is indeed a big difference and certainsimilarities between exemplary and regular lessons in the cultivation of criticalthinking ability through questioning. Generally speaking, exemplary teachers paymore attention to its cultivation by questioning than regular teachers.
In terms of their similarities in question types, both the lower-level questionsare much more than the higher-level questions in the two kinds of lessons. Inaddition, questioning in them both point to the getting of text information andlearning of some language points. When it comes to their differences, all six typesare covered in exemplary lessons. Those higher level questions are helpful forstudents to develop their thinking and broaden their cognition although some higherlevel questions don’t achieve their purpose. However, in regular lessons, the formerthree question types are covered, and the latter three higher level question types,analyzing, evaluating and creating types, are not contained. Questions in regularlessons put more emphasis on language points and content of texts and few questionsare connected with cultivating thinking. So, regular lessons aren’t able to cultivate students’ critical thinking. These suggest that exemplary teachers at least haveawareness and cognition to cultivate students’ critical thinking and they also try tocultivate it in their classes while regular teachers pay less attention and conduct fewbehaviors in its cultivation in their lessons. Besides, from their questioning tocultivate critical thinking, it also shows that these questions have not been effectivelyexploited by exemplary and regular teachers. So where all teaches need to considerand make progress is how to make good use of questions in class to cultivatestudents’ critical thinking effectively.
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