教育外文翻譯--課堂提問-教師的認知和實踐

1、<p>　　中文4600字,2350單詞，13500英文字符</p><p>　　出處：Albergaria-Almeida P. Classroom questioning: teachers’ perceptions and practices[J]. Procedia - Social and Behavioral Sciences, 2010, 2(2):305-309.</p>

2、<p>　　畢業(yè)設(shè)計(論文)外文翻譯</p><p><b>　　原文：</b></p><p>　　Classroom questioning: teachers’ perceptions and practices </p><p>　　Patrícia Albergaria-Almeida * </p>

3、<p><b>　　Abstract</b></p><p>　　Moving from a teacher-centered teaching to a student-centered teaching implies a new perspective of the approaches to questioning. Putting the focus on studen

4、ts’questions rather then on teacher’s questions, and valuing students’questions rather then emphasizing their responses is imperative in supporting learners’higher levels of thinking. This paper outlines and action resea

5、rch study with 3 secondary biology teachers and their students. A 2-month course of professional development was designed </p><p>　　Keywords: Questioning; classroom questioning; science teaching; course of p

6、rofessional development. </p><p>　　1. Introduction </p><p>　　Research on the importance of questioning as a teaching and learning strategy is well documented (Almeida, Pedrosa de Jesus and Watts

7、, 2008, Chin and Osborne, 2008; Graesser and Olde, 2003). It is suggested that teachers spend up to 50% of class time on questioning and that they ask between 300 and 400 questions a day (Levin and Long, 1981), while eac

8、h student asks, on average, 1 question per week (Graesser & Person, 1994). Surprisingly, teachers seem to be not aware of this discrepancy. Several</p><p>　　2. Overview of the literature </p><

9、p>　　2.1. Teacher’s questioning </p><p>　　Research has shown that teachers ask a high frequency of questions. In 1967, Schreiber found that fifth grade teachers asked about 64 questions each during 30-minu

10、te social studies lessons. Floyd (1960) developed a study with 40 elementary teachers and found that these teachers asked 93 percent of all classroom questions. These numbers confirm the results obtained by Stevens in he

11、r precursor study about classroom questioning conducted in 1912. More recently, Kerry (2002) reinforces these numbers</p><p>　　Even if teachers ask a huge number of questions per class, the questions posed a

12、re consistently of the same kind. Teachers ask typically low level questions, requiring mainly memory. The finding of teachers’characteristic use of low-cognitive-level questions has been verified in all school levels (f

13、rom elementary teaching to university) and in a variety of subject areas. </p><p>　　Bearing in mind that teachers spend a large percentage of their communication time asking questions it is pertinent to ask:

14、 why do teachers ask questions? What are the functions of teachers’questions? According to Brown and Edmondson (1985), teachers use questioning fundamentally to check understanding and knowledge to aid teaching, to diagn

15、ose students’ difficulties, to recall facts, to test knowledge, to direct attention and to maintain control. Research has consistently showed that the most f</p><p>　　Thus, the remaining percentage of teache

16、rs’questions when we exclude recall and management questions is surprisingly small. Consequently, other functions associated to teachers’ questioning such as encouraging students to think, arousing interest and curiosity

17、, developing students’reflection and stimulate students to ask questions of their own are not frequently found on classroom questioning. </p><p>　　2.1.1. Wait-time </p><p>　　The wait-time is es

18、sential to student thinking. By wait-time we refer to the amount of time a teacher allots for student reflection after asking a question and before a student responds (wait-time I) and to the pause after a respondent off

19、ers a response (wait-time II). In her investigations, Rowe (1986) found that the mean wait-time was, on average, one second or less. If the student did not answered in one second, the teacher would repeat or rephrase the

20、 question, ask another question or call a</p><p>　　Rowe (1986) trained the teachers to increase their wait time to three to five seconds and found that the quantity and quality of students’ answers improved

21、significantly: students give longer responses, students give more evidence for their ideas and conclusions, students speculate and hypothesize more and more students participated in responding. Furthermore, students ask

22、more questions and talk more to other students. </p><p>　　2.2. Students’ questioning </p><p>　　Even if the frequency of students’ questions is usually low, in recent years there has been an incr

23、easing emphasis on the role that students’ questions play in learning science (Almeida, et al, 2008, Chin and Osborne, 2008; Graesser and Olde, 2003), as questions are an essential component of discursive activity and di

24、alectical thinking. The act of questioning encourages learners to engage in critical reasoning. Given that asking questions is fundamental to science and scientific inquiry, Zoller </p><p>　　Students' qu

25、estions result form a gap or discrepancy in the students' knowledge or a desire to extend their knowledge in some direction. Students' questions may be triggered by unknown words or inconsistencies between the st

26、udents' knowledge and the new information, which then engender 'cognitive disequilibrium' (Graesser and Olde, 2003). According to these authors 'questions are asked when individuals are confronted with ob

27、stacles to goals, anomalous events, contradictions, discrepancies, salie</p><p>　　Student-generated questions are an important element in the teaching and learning process, and play a significant role in mot

28、ivating meaningful learning. Students' questions can serve different functions, namely:</p><p>　　- creating a culture of inquiry: an emphasis on students' questions conveys the message that the scien

29、ce disciplines are areas where inquiry is a natural component and questions need constantly to be raised (Marbach-Ad and Sokolove, 2000); </p><p>　　- heightening conceptual understanding: learners' quest

30、ions can lead to improvement of understanding and toretention of the learning a student encounters. When students ask questions they are shaping and exposing theirthoughts (Watts, et al., 1997). Students' questions c

31、an de diagnostic of their learning, allowing teachers to recognisestudents' alternative conceptions. This means that students' questions provide opportunities for teachers' insight intothinking and conceptual

32、 understanding; </p><p>　　- driving classroom interactions: teachers' own thinking can be provoked and challenged by students' questions (Watts, et al., 1997) which are highly efective in increasing

33、student interest, enthusiasm and engagement [4, 24]. Question-asking fosters discussion and debate; </p><p>　　- promoting autonomous inquiry-based learning: teachers can promote the notion of autonomy in lea

34、rning through the provision of opportunities for students to become questioners (Marbach-Ad and Sokolove, 2000). </p><p>　　While students' questions serve useful functions for learners, they are also hel

35、pful to teachers in prompting reflective thought and student engagement. Therefore, students' questions can be analyzed by distinguishing between the use of these questions in learning science and in teaching science

36、.</p><p>　　3.Methodology </p><p>　　This study was conducted with a sample of three secondary biology teachers and their eighth grade students (n= 59). All teachers were respected members of thei

37、r teaching communities and showed a willingness to share and examine their practices. </p><p>　　As a way of assisting these teachers to investigate their use of questioning, a 2-month CPD (from September to

38、November 2009) about classroom questioning (teacher and student questioning) was developed and implemented. Course sessions were audio-recorded, and teachers were interviewed before and after this course. Sessions includ

39、ed analysis and discussion of literature, but relied mainly on analysis, reflection and discussion about each teacher’s questioning practices. Before the beginning of th</p><p>　　After the initial analysis o

40、f pre-CPD transcripts, the following themes emerged as fundamental: (i) classroom discourse pattern; (ii) cognitive level of teacher’s and students’ questions; and (iii) wait-time. These were the main topics discussed du

41、ring the PDC sessions. </p><p>　　4. Results </p><p>　　4.1. Phase 1 – “Classroom discourse pattern” analysis of pre- and post-CPD data </p><p>　　A high rate of questioning was eviden

42、t in the three lessons transcripts pre-CPD. Given a 45-minute lesson, the rate of teacher's questions was, on average, 2 questions per minute. On the other hand, the students asked about one question each three minut

43、es. These results go along with the data reported in the literature (Wragg and Brown, 2001). The three teachers remarked in the first interview that they were surprised with the number of questions they asked. Furthermor

44、e, the teachers also though</p><p>　　However, post-PCD, the average of teacher's questions decreased to 1,2 questions per minute, and the number of students' questions raised to one question per minu

45、te. This kind of result shows that when teachers are aware of their practices, they are able to change their questioning practices, namely through decreasing the number of questions posed and, consequently, giving more s

46、pace and time for their students’ questions. </p><p>　　4.2. Phase 2 - “Cognitive level of questions” analysis of pre- and post-CPD data </p><p>　　The second phase of the CPD focused on the cogni

47、tive level of both teacher and student questioning. Questions were categorised as closed and open. Closed questions have one correct or 'best' answer or one from a narrow range of answers. On the other hand, open

48、 questions are higher-level questions, permitting a wide range of responses; hese can also include the expression of feelings or values (Almeida and Neri de Souza, 2009). </p><p>　　The majority of teachers&#

49、39; questions pre-CPD were categorized as closed questions (91%). 95% of students' questions were also classified as closed questions. However, post-CPD, teachers' closed questions decreased to 75% and students&#

50、39; closed questions decreased to 81%. </p><p>　　During the CPD, teachers were advised to prepare some higher-level questions before the class. During the second interview, the three teachers emphasized that

51、 they had prepared some open questions before implementation. These results also seem to confirm what we have found elsewhere (Almeida and Neri de Souza, 2009), that the kind of questions raised by the teacher seems to i

52、nfluence the kind of questions asked by the students. Here, when the number of teacher’s open questions raised, the number</p><p>　　4.3. Phase 3 – “Wait-time” analysis of pre- and post-PDC data </p>&

53、lt;p>　　The teachers analyzed their classroom discourse according to whether they waited for (i) 2 or more seconds, or (ii) less then 2 seconds. The pre-training analysis of data for Wait-Time I showed that for 13% of

54、the questions asked the teachers waited at least 2 seconds or more. The analysis of data for Wait-Time II revealed that, of the 270 questions raised by the three teachers, the teachers waited more than 2 seconds only for

55、 26 questions. </p><p>　　After the CPD, the teachers waited more than 2 seconds for 38% of the questions raised. For Wait-Time II, for 32% of the questions asked, teachers waited for more than 2 seconds. <

56、;/p><p>　　4.4. Teacher’s Reflections </p><p>　　Teachers were asked to write a reflection upon the effectiveness of the CPD. All participants found that the training program was effective for them a

57、s teachers and that it provided them with valuable new teaching strategies for promoting their students’ learning. All teachers referred to: </p><p>　　i) the importance of asking higher-level questions to e

58、nhance their students’ thinking and reasoning; </p><p>　　ii) the need to change their questioning practices and, consequently, to change their students’ questioning behaviors; </p><p>　　iii) the

59、 significance of providing enough wait time after asking a question; </p><p>　　The three teachers also agreed that audio recording, transcribing and analyzing their own classes was an effective strategy to m

60、ake them aware of their questioning profiles and the kind of discourse that was produced in their classes. The teachers also considered this kind of strategy as an effective way to face their practices and deconstruct th

61、eir erroneous perceptions about their questioning profiles and their students’ questioning profiles. </p><p>　　5. Discussion </p><p>　　Qualitative data from the interviews and from teachers’ ref

62、lections show that teachers were not aware about their questioning patterns. The three teachers believed that they asked a small percentage of all classroom questions, and that the majority of questions was raised by the

63、ir students. Furthermore, all teachers thought that their students posed complex and difficult questions. They also believed that their own questions were higher-level questions. When confronted with the recordings and t

64、h</p><p>　　Pre-CPD revealed that teachers lacked the skills and knowledge in all three phases of intervention. For instance, in Phase 2, with regard to the cognitive level of questions, the majority of the q

65、uestions were formulated at the lower levels of Bloom’s taxonomy. With regard to Phase 1, the teacher initiated nearly all the interaction episodes by asking a question, with only a residual number initiated by the stude

66、nts. Similarly, Phase 3 pre-CPD data indicated that teachers did not wait for the st</p><p>　　6. Conclusion </p><p>　　This study shows that, in what concerns the classroom questioning patterns,

67、there is a mismatch between teachers’ perceptions and practices. The three participants lacked awareness and knowledge of the way they structured and processed their questioning episodes. </p><p>　　This stu

68、dy has highlighted the importance of carefully planning appropriate questions before implementation as well as the facilitation of student-initiated interaction episodes. If learning is to be promoted in ways congruent w

69、ith contemporary learning theories then training teachers to ask higher-level questions in appropriate ways is crucial. In their written reflections and also during the interviews, the teachers signaled that they were no

70、t aware of the importance of using effective questio</p><p><b>　　譯文：</b></p><p>　　課堂提問:教師的認知和實踐</p><p>　　帕特里夏阿爾貝加-阿爾梅達</p><p>　　摘要：從以教師為中心的教學向以學生為中心的教學轉(zhuǎn)變意味著

71、一種新的教學方式開始了。新教學方式要求教師開始把關(guān)注點放在學生的提問而不是老師的提問，并重視學生的問題而不是強調(diào)他們的反映，這是教師在以后的教學中必備的教學思維。本文概述和研究了一所中學的生物學教師和他們的學生，在2個月內(nèi)教師教學和學生專業(yè)知識學習的情況，為了增強教師課堂提問的意識研究中實施了一項策略，讓教師與學生參與職業(yè)發(fā)展的課程（CPD）進修。進修后關(guān)于教學中一些重要和關(guān)鍵性的問題，主要通過讓學生們自己質(zhì)疑并提出問題的教學方式進行而

72、不是教師提問，觀察以教師提問為主的教模式改變?yōu)橐詫W生提問為主的教學情況下，教師和學生的重要變化。</p><p>　　關(guān)鍵詞:提問；課堂提問；科學教育；課程的專業(yè)發(fā)展</p><p><b>　　1、簡介</b></p><p>　　研究提問在教學和學習中的重要性是有據(jù)可查的，這些研究建議，教師把50%的課堂時間花在提問上，他們覺得每天應(yīng)該提3

73、00到400個問題，而每一個學生都應(yīng)該每周被提問1次。令人驚訝的是，許多老師似乎并沒有意識到提問的重要性，而且研究顯示每個老師一天提問的次數(shù)差異很大。而且有幾項研究顯示出，有些老師或?qū)W生提出的問題通常是程序性或基于事實的，問題一般是已經(jīng)得出結(jié)論，或不需要再討論的記憶性的問題(布朗和埃德蒙森,1985)。這個關(guān)于教師和學生提問現(xiàn)狀的特殊研究旨在通過讓教師與學生參與職業(yè)發(fā)展的課程(CPD)促進教師課堂提問的意識和培養(yǎng)學生質(zhì)疑的精神。<

74、/p><p><b>　　2 研究概述</b></p><p><b>　　2.1 老師的提問</b></p><p>　　有研究表明，教師有時候高頻率的提出問題。1967年,施賴伯發(fā)現(xiàn)，五年級老師在一堂30分鐘的社會研究課期間提出了約64個問題。另一個研究者弗洛伊德在1960年開發(fā)的一項研究發(fā)現(xiàn),40個小學教師在他們的課堂

75、上提問占整堂課的93%，這些數(shù)據(jù)證實了史蒂文斯在她大約1912年進行的課堂提問的前兆研究獲得的結(jié)果是正確的。最近,克里重新整理得出了加強的數(shù)據(jù)，指出如果一個老師平均每小時提出43.6個問題,那么在他的職業(yè)生涯中他可能會提出近200萬個問題。即使這些問題是向整個班級的同學提出的，那也是一個龐大的數(shù)據(jù),而且對不同層次的同學提出的問題是一樣的。并且有些老師通常問低水平的問題,主要的目的只是用來加強學生記憶。研究發(fā)現(xiàn)教師在課堂中提問低水平的問題

76、在不同層次的學校(從小學教育到大學)和各種學科領(lǐng)域中已經(jīng)是普遍現(xiàn)象。</p><p>　　令人印象深刻的是有些老師花費大量的教學時間來提問，但提出的問題往往是:為什么老師問問題?等一些沒有意義和價值的問題。那么，教師提問的作用到底是什么呢？根據(jù)布朗和埃德蒙森的觀點，教師提問的基本作用是讓教師了解學生理解和掌握知識的情況，診斷學生的學習困難，或是回顧已學知識，鞏固學生的記憶，達到用問題來輔助教學的目的。在克里200

77、2年的研究一再表明通常60%或更多 （ 多12 -30%）的教師提問最常見的功能是“回憶”。 </p><p>　　因此，當我們排除提問是用來回憶知識的教師比例，剩下的比例出奇的低。因此，關(guān)于提問的其他功能，如鼓勵學生思考、激發(fā)興趣和好奇心、培養(yǎng)學生的反映和激發(fā)學生提出自己的問題，這些提問的其他功能都沒有很好的被應(yīng)用到課堂當中。</p><p>　　2.1.1 等待時間</p

78、><p>　　給學生思考留足夠的等待時間是至關(guān)重要的。所謂的等待時間指的有老師問問題后留給全部學生反映的時間，第一個學生回答后等待下一個答辯的時間(教師等待時間)，和一個問題解答后問下一個問題的停頓的時間，又或者回答后等待學生提供響應(yīng)的時間(等待時間II)。在1986年羅維的調(diào)查中，她發(fā)現(xiàn)教師的平均等待時間值，一般是平均一秒或更少。如果學生在一秒鐘內(nèi)沒回答，老師會重復或用另一種方式闡述這個問題，又或者問另一個問題或叫

79、另一個學生回答。在收到響應(yīng)后，老師等了大約0至9秒，開始問另一個問題。</p><p>　　羅維在研究中要求教師提高他們的等待時間，延長至三到五秒鐘，發(fā)現(xiàn)學生的答案的數(shù)量和質(zhì)量顯著改善：由于學生獲得更長的反應(yīng)時間，學生給予更多的證明他們的想法和結(jié)論，學生猜測和推測越來越多，學生參與響應(yīng)也提高很多。而且，學生提出更多的問題，與其他學生參與討論之中。</p><p>　　2.2 學生的問題&

80、lt;/p><p>　　有據(jù)可查阿爾梅達、陳和奧斯本、格雷澤和奧爾德等人都認為：即使學生提問的頻率通常較低，但是近年來課堂提問在教學中占有越來越重要的地位，因為問題是話語活動的重要組成部分，以及批判性思維成為了科學改革教育的中心，學生通過課堂提問可以鼓勵學生從事批判性推理，提出問題，分析原因，解決問題，培養(yǎng)學生的辯證思維 ，發(fā)展學生的能力。鑒于提出問題的根本是從事科學和科學探究，學生也可以從提問中學習科學知識。

81、</p><p>　　格雷澤和奧爾德還認為不同層次的學生對問題的理解程度不同，會導致學生差距或差異變大，同時對知識的渴望也在向不同方面擴展。由于學生獲得的新知識和新信息的不一樣，然后會產(chǎn)生“認知失衡”。根據(jù)這些格雷澤和奧爾德認為當被問者中有個人面臨目標障礙，異常事件，矛盾，差異，對比突出，在知識水平上有明顯的差距或期望的行為時，教師需要讓他們有同等的對待，提高問題的吸引力使不同層次的學生都被吸引而不是歧視和忽略低

82、層次的學生。</p><p>　　學生產(chǎn)生疑問在教學和學習過程中的是一個重要元素，起到激勵學生學習的作用。學生的提問可以起到不同的功能，分別是：</p><p>　　- 創(chuàng)建一個調(diào)查文化：強調(diào)讓學生問問題的行為傳達的信息是在科學學科的領(lǐng)域中探究是一個自然組成部分和問題需要不斷提高(Marbach-Ad and Sokolove, 2000)；</p><p>　　-

83、 加高概念的理解：學生提出的問題可能會改善學生的理解方式和提高學生在學習中的忍受能力。當學生提出問題，他們正在塑造思維和揭露真理(Watts, et al., 1997) 。學生的問題可以去診斷自己的學習，讓教師了解學生的實際情況 。這意味著，學生提出的問題提供機會，讓教師培養(yǎng)學生的洞察力和加深學生對知識的理解；</p><p>　　- 駕馭課堂互動：教師自身的思維可以引起和激發(fā)學生的提問(Watts, et a

84、l., 1997) ，并在提高學生的學習興趣，積極參與課堂互動上有很好的效果。</p><p>　　- 促進自主探究式學習：教師應(yīng)該在課堂中發(fā)展自治學習，提供學生成為提問者的機會，培養(yǎng)學生自主學習的精神。(Marbach-Ad and Sokolove, 2000)</p><p>　　學生自主提問成為對學習者非常有用的功能，它們不僅利于教師在教學中的反思，也可以提高學生的參與度。因此，可

85、以在學習科學和科學教學中鼓勵學生提出問題。</p><p>　　3、方法論 本研究以三所中學的生物學教師和八年級學生（ N = 59）的樣品進行的。所有教師都尊重他們的教學社區(qū)的成員，表示愿意分享，并檢查他們的做法。</p><p>　　為調(diào)查這些教師和學生在課堂中的提問情況，開發(fā)和實施了一個持續(xù)2個月的專業(yè)發(fā)展（從9月至2009年11月）關(guān)于課堂提問（老師和學生的質(zhì)疑）的研究。研究

86、過程中會議經(jīng)過音頻錄制，以及對參加研究的老師在培訓前和培訓后都進行了采訪留作研究資料。會議包括分析和討論教案，但主要是分析，并討論、交流參加研究的老師結(jié)束后的想法。在CPD開始前，每一位教師被要求錄制音頻，全轉(zhuǎn)錄她自己的一節(jié)45分鐘的課。對他的教學視頻進行了分析，對教學所存在的問題做出特別關(guān)注。在進修結(jié)束后，三位老師音頻錄制另一節(jié)課。所有的教學過程再次被轉(zhuǎn)錄和分析，并收集和分析教師培訓后的自我反思。</p><p&g

87、t;　　接下來幾方面是本次研究的主要內(nèi)容：（一）課堂互動情況；（二）老師的認知水平和學生的提問情況；（三）等待時間。這些都是在PDC會議討論的主要問題。</p><p>　　4 、結(jié)果 4.1 第1階段 - “課堂互動情況”，CPD進修前、后的數(shù)據(jù) 從數(shù)據(jù)中看提問率高是顯而易見的。一節(jié)45分鐘的課，教師的提問率的平均值達到了每分鐘2個問題。在另一方面，學生們也平均每三分鐘問一個問題。通過視頻分析后，

88、采訪三位老師他們說令他們驚訝的是他們在一節(jié)課竟然問了那么多問題，老師以為他們不可能問這么多問題，但是在無意識的情況下還是頻繁提問了。</p><p>　　但是，后期的PCD顯示，教師的提問率的平均值下降到每分鐘1、2題，而學生的提問率提高到每分鐘一個問題。這些數(shù)據(jù)表明，當教師與學生參與了職業(yè)發(fā)展的課程(CPD)進修，促進了教師課堂提問的意識和培養(yǎng)了學生質(zhì)疑的精神。因此，教師在課堂中提問的次數(shù)降低了，而給予更多的空

89、間和時間讓學生提問。</p><p>　　4.2 第二階段 - “認知水平的問題”，CPD進修前、后的數(shù)據(jù) CPD的第二階段側(cè)重于教師和學生的提問的認知水平。問題被歸類為封閉式和開放式。封閉式問題指只有一個正確的或“最佳”答案或者一個狹窄的范圍答案。在另一方面，開放式問題是指更高層次的問題，允許廣泛的應(yīng)對措施，還可以包括情感或價值觀的表達。</p><p>　　在參加CPD前，多數(shù)

90、教師的提問91%被歸類為封閉式問題。95%的學生的問題也被歸類為封閉式問題。然而，在參與CPD后，教師封閉性問題降低到75%和學生的封閉性問題降低到81 %。</p><p>　　由于在參與職業(yè)發(fā)展的課程(CPD)進修中，教師被告知課堂提問需要準備一些更高層次的問題。在第二次采訪中，三位老師強調(diào)，他們在這次教學過程中準備的是一些懸而未決的高層次問題，來吸引學生的注意力。而數(shù)據(jù)分析的結(jié)果似乎也證實了老師提出高層次的

91、問題是能影響學生的質(zhì)疑行為的，激發(fā)學生的興趣而促使課堂的進行。在這里，當老師的提出開放性問題的數(shù)量增加，學生的封閉式問題的數(shù)量減少。</p><p>　　4.3 第3階段 - “等待時間”，CPD進修前、后的數(shù)據(jù) 在參與職業(yè)發(fā)展的課程(CPD)進修前對于等待時間數(shù)據(jù)分析我發(fā)現(xiàn)，對于教師是否等待了2秒鐘以上的問題，13%的問題提出后老師等了至少2秒以上。對于等待時間II數(shù)據(jù)的分析顯示，由三位老師提出的270

92、個問題，老師只對26個問題等待2秒以上。</p><p>　　持續(xù)專業(yè)進修后，老師提出問題后等了超過2秒的有38%。對于等待時間II，對于老師提出的問題的32%，教師等待了2秒以上。</p><p>　　4.4 教師的反思 教師被要求寫在CPD的有效性的反思。所有參與者都發(fā)現(xiàn)，培訓計劃是有效的，為教學者提供了有價值的新的教學策略，促進學生的學習。所有教師提到： （一）為

93、了活躍學生的思維和提高學生的推理能力，提更高層次的問題在課堂教學中是非常重要的；</p><p>　?。ǘ┬枰淖儗W生的質(zhì)疑的做法，因此，改變學生的質(zhì)疑行為； （三）提出一個問題后，提供足夠的等待時間的意義； 老師們也認為這些策略有利于教師反思和了解他們的教學方式，是一種對教師錯誤的提問方式有效認識的途徑。</p><p>　　5 討論 從訪談和教師的反思定性數(shù)

94、據(jù)上顯示，教師沒有意識到他們的提問方式的不妥。三位老師在研究前都認為，他們在所有的課堂上提問只占一小部分，而大部分問題是由他們的學生提出的。此外，所有的教師認為相對于自己的學生所帶來的復雜和困難的問題，自己的提出的問題是更高層次的問題。但通過課后反思才驚訝于并不是如此，課堂上許多問題是老師提出的，而學生的參與度不高，并且教師提出的有些問題水平較低。</p><p>　　預CPD透露，教師缺乏在所有三個階段的技能和

95、知識水平認知。例如，在第2階段，對于問題的認知水平，大部分的問題都制定了布盧姆的分類學中的較低水平。對于第1階段，老師幾乎所有的互動情節(jié)只問了一個問題，忽略了讓學生提問。同樣，第3 階段預CPD數(shù)據(jù)表明，教師沒有留足夠的等待時間讓學生做出不同的反映和得到學生真正的想法。</p><p>　　6 、結(jié)論 這項研究表明，對于課堂提問模式，這些參與者都缺乏對提問結(jié)構(gòu)的了解（以學生提問為主），和對自己在課堂提問情況

96、的認知，所以導致教師的觀念和實踐之間不一致。 這項研究表明精心策劃適當?shù)膯栴}有利于教學的實施以及提高學生的參與度。如果為了使學習的方式適應(yīng)當代學習理論，培訓教師提出更高層次的問題以及以適當方式提問是至關(guān)重要的。 在參與研究的教師的書面反思和訪談中，教師暗示，他們不知道“提問”使用的效益，即作為一個有價值的教學技巧的重要性。我們認為，為了提高教師的教學水平，適應(yīng)新的教學模式，必須讓老師知道課堂提問的重要性，并且可以提供能提高課堂提