摘要:美国心理学家布鲁纳认为认知水平具有六个维度即记忆、理解、应用、分析、评价、创造。课堂问题应该充分调动学生的各种认知,促进各种认知维度协调应用,不能仅仅停留在记忆等低水平阶段。教师要明白提问的目的最终是要使学生学会创造。
will grasp the essentials , coherent answer. The short time of thinking , so that students can only scratch the surface , stay on the surface of the problem , is not conducive to the development of pupils thinking . Meanwhile language classroom answers to the questions still need strong language skills, only give students ample time in the case of student organizations will be hard language , this will help students develop language skills . After the students have answered the basic , language teachers can randomly ask "And to add? " To motivate students to further develop thinking, imagination . These students really have nothing to add to the teacher before the student responses were evaluated. Some teachers teaching schedule for the rush , just stop in to ask questions after a second or two students began to answer , because think time is not sufficient , nervousness, lack of preparation, students are usually unable to answer or answer hastily cause an error , while the teacher to spend more much time tips or correct students' mistakes . This classroom questioning is invalid or is inefficient. Questioning only have a certain waiting for students to think properly , in order to reflect the value of questions .
Different classes have different questioning strategies , language teachers must address the specific characteristics of each class , according to their actual , using different questioning strategies . Ancient Greek scholar , said: " the mind is not a vessel that needs to be filled . Instead, one needs to be lighted torches ." Quality classroom questioning is a spark , primary language teacher 's responsibility is to make such a spark fully lit with torches lit it and thinking of the students , so that students really get the comprehensive development.
American psychologist Bruner cognitive level that has six dimensions that memory, comprehension , application, analysis , evaluation, creation. Classroom problem should fully mobilize the students a variety of cognitive and promote coordinated application of various cognitive dimension , you can not just stay in the memory and other low-level stage . Teachers should understand that the ultimate question of the purpose is to make students learn to create . Therefore , high-quality questions to fully mobilize the students a variety of sensory organs , so hands-on , move your mouth , brain combines form and in substance from a variety of cognitive dimensions promote student participation , and truly let the students' thinking, ability to obtain comprehensive development .
Quality classroom questioning is thinking of the students detonator , it can stimulate the suspect Creative promote overall development of students . However, the primary language in the actual classroom , most language teachers to grasp the characteristics of high-quality questions is not very good, there are drawbacks classroom questioning .
Some scholars have observed , the study shows that some teachers in primary school language teachers to put on a class of 10 to 20 questions , almost two minutes necessary to mention a problem . Too many to mention some teachers such as " right " , "is not ", " good ", " can " sort of question , students simply this " scripted " and did not need to think about . Revealing the true meaning of the substantive issues , the teacher in the cla
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