框架下高中英语优质课课堂提问特征及其对 学生高阶思维的促进作用研究——基于课堂录像分析

A Study on the Characteristics of Classroom Questioning in High-Quality High School English Classes under the 6P Framework and Its Promoting Effect on Students’ Higher-Order Thinking —Based on Classroom Video Analysis

摘要: 本研究以Walsh和Sattes的6P框架为指导，采用量化与质性相结合的方法，对三节全国高中英语优质课录像进行编码分析，探究优质课提问特征及其对学生高阶思维的影响。研究发现，优质课提问总体呈现出以高阶思维为导向的积极特征：高阶参考性问题比例较高，Wh/How问题占据主导，集体回答与学生自愿回答并重，教师反馈以积极、讨论性反馈为主。同时，研究也揭示了教师等待时间普遍不足的问题，反映出优质课展示属性与高阶思维培养目标之间的冲突。本研究旨在为一线教师优化课堂提问设计、激发学生高阶思维提供实证依据与实践启示。

Abstract: Guided by Walsh and Sattes’ 6P framework, this study employs a combination of quantitative and qualitative methods to code and analyze video recordings of three national-level high-quality high school English classes, aiming to explore the characteristics of questioning in such classes and their impact on students’ higher-order thinking. The findings reveal that questioning in high-quality classes generally exhibits positive features oriented towards higher-order thinking: a relatively high proportion of higher-order referential questions, dominance of Wh/How questions, a balance between choral responses and student volunteer responses, and teacher feedback that is predominantly positive and discussion-oriented. Meanwhile, the study also identifies a pervasive issue of insufficient wait time, reflecting a conflict between the demonstrative nature of high-quality classes and the goal of cultivating higher-order thinking. This research aims to provide empirical evidence and practical implications for frontline teachers to optimize classroom questioning design and stimulate students’ higher-order thinking.