从“问答”到“思辨”：高中英语阅读课堂高阶提问策略实践——以人教版高中英语必修三Unit 1 Why Do We Celebrate Festivals?为例

From “Question-and-Answer” to “Critical Thinking”: The Practice of Higher-Order Questioning Strategies in High School English Reading Classes—Taking Unit 1, “Why Do We Celebrate Festivals?” from the People’s Education Press High School English Compulsory Course 3 as an Example

摘要: 新课标着重强调了英语学科核心素养的重要性，在这样的背景下，培养高中生的思维品质成了英语阅读教学里的一个关键目标。本文以人教版高中英语必修三Unit 1“Why Do We Celebrate Festivals?”作为研究案例，运用文本分析、案例研究等方式，探寻阅读教学中提问策略和思维品质(逻辑性、批判性、创造性)培养之间的联系。研究发现，将提问设计与“读前激活–读中解构–读后迁移”三环节相匹配，并分别融入逻辑性、批判性与创造性三类高阶问题，能够在一定程度上促进学生推理能力、辩证思维能力与创新应用能力的发展，初步印证了“教学环节–思维品质–提问策略”三维模型的可行性与实践价值。基于这些发现，本文总结提炼出了在高中英语阅读教学中，聚焦思维品质培养的提问策略框架，希望能为推动阅读教学从“语言输入”向“思维发展”，从“问题”到“思辨”的转变提供一些参考。

Abstract: The new curriculum standard emphasizes the importance of English core literacy. In this context, cultivating high school students’ thinking quality has become a key goal in English reading teaching. This paper takes Unit 1, “Why Do We Celebrate Festivals?” from the People’s Education Press High School English Compulsory Course 3 as a case and it explores the relationship between questioning strategies and the cultivation of thinking quality (logicality, criticality and creativity) in reading teaching by means of text analysis and case study. The study finds that aligning question design with three instructional phases (pre-reading activation, while-reading deconstruction, and post-reading transfer), and embedding logical, critical, and creative questions respectively, may contribute to the development of students’ reasoning, dialectical thinking, and innovative application abilities, demonstrating the practical value of the proposed three-dimensional framework. Based on these findings, this paper summarizes the questioning strategy framework focusing on the cultivation of thinking quality in senior high school English reading teaching, hoping to provide some references for promoting the transformation of reading teaching from “language input” to “thinking development” and from “questions” to “critical thinking”.