基于思维品质培养的初中英语教师课堂提问探究——以七下A Day to Remember为例

An Exploration of Junior High School English Teachers’ Classroom Questioning Based on the Cultivation of Thinking Quality—A Case Study of A Day to Remember (Grade 7, Volume 2)

摘要: 思维品质是英语学科核心素养的关键维度，课堂提问则是培养思维品质的重要教学途径。为探究初中英语教师课堂提问对学生思维发展的实际影响，本研究以人教版七年级下册A Day to Remember阅读课为载体，基于布卢姆认知分类框架，从问题类型、候答时间、应答反应及理答方式四个维度，对A教师的课堂提问行为实施系统观察与转录分析并且辅以对教师的半结构化访谈，从教师认知、教学惯性与理答策略三个层面深挖行为背后的动因。A教师低阶与高阶问题比例相对均衡，课堂互动氛围活跃，理答态度积极，但在候答时长把控、叫答覆盖面及理答深层引导方面仍存在不足。究其原因，主要在于教师对提问功能的认知偏重“检测”而非“发展”，长期受“效率优先”的教学惯性影响，且理答策略的认知引导功能尚未充分激活。针对上述问题，本文提出分层设问、延长候答、扩大参与覆盖及深化理答四项优化策略，并进一步结合课时压力、学生差异与评价惯性等现实约束，给出“等待卡”“回答轮次表”“校本问题链”等情境化弹性路径。研究表明，教师需在“设计–实践–反思–再设计”的持续循环中不断优化提问行为，方能推动课堂提问由“形式化问答”转向“思维性对话”，切实落实思维品质培养目标。

Abstract: Thinking quality constitutes a key dimension of core competencies in English language education, and classroom questioning serves as an important instructional approach to fostering its development. To investigate the actual impact of junior high school English teachers’ classroom questioning on students’ cognitive growth, this study takes the reading lesson A Day to Remember (Grade 7, Volume 2, PEP) as a case, and conducts systematic observation and transcript-based analysis of Teacher A’s questioning behaviors from four dimensions—question types, wait time, response patterns, and feedback strategies-grounded in Bloom’s Taxonomy of Cognitive Domains. A semi-structured interview with Teacher A is adopted to uncover the cognitive and habitual drivers behind her questioning from three levels: teacher cognition, teaching inertia, and feedback strategies. Teacher A maintains a relatively balanced ratio of lower-order to higher-order questions, creates an active classroom interaction climate, and demonstrates a positive feedback attitude; however, deficiencies remain in wait-time control, coverage of student responses, and depth of follow-up guidance. Upon analysis, the underlying causes chiefly lie in the teacher’s cognitive orientation toward questioning as “assessment” rather than “development”, a long-established “efficiency-first” instructional inertia, and the insufficient activation of the cognitive-guiding function of feedback strategies. In response to these issues, this paper proposes four optimization strategies—stratified questioning, extended wait time, broadened participation coverage, and deepened feedback. In addition, it further provides contextualized flexible paths such as “wait-time cards”, “response-rotation charts”, and “school-based question chains” in light of the real constraints of class time pressure, student differences, and evaluation inertia. The findings suggest that through a continuous cycle of “design-practice-reflection-redesign” teachers can progressively optimize their questioning practices, thereby transforming classroom questioning from “formulaic question-answer routines” into “genuine thinking-oriented dialogue” and effectively fulfilling the goal of cultivating students’ thinking quality.