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Using questions to develop students' higher-order thinking skills : a primary English teacher's beliefs and practices

机译：利用问题培养学生的高阶思维能力：小学英语教师的信念和实践

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Many studies have repeatedly revealed that the level of teachers’ questions determine the level of students’ thinking. However, until now, most of the questions teachers ask are lower-order questions, which are not as effective as higher-order questions in helping students to develop higher-order thinking skills. Furthermore, there has been little research done on levels of questions asked in ESL context and similarly, very few studies have been carried out to find out teachers’ beliefs in this issue. Therefore, the author attempted to identify levels of questions asked by a teacher in ESL context, investigate her beliefs towards the use of questions in developing higher-order thinking skills, and lastly, to find out possible elements that attribute her questioning practices. Audio recording of three English lessons and semi-structured interview were used as data collection instruments. The findings revealed 79 per cent of the total questions asked were lower-order questions whereas only 5 per cent was targeted to higher-order questions. The analysis of two data sources suggested that there was a discrepancy between the teacher’s beliefs and her actual questioning practices. Questions have a great impact on the development of students’ thinking skill. It is crucial that teachers ask lower-order questions and higher-order questions on balance. The best way to begin the higher-order thinking movement is with teachers themselves. Teachers need to be better thinkers first and be familiar with different levels of questions in order to generate well-crafted questions. Teachers should continuously monitor their in-class questioning behaviours and strive for progress in their questioning practices.
机译：许多研究反复表明，教师的提问水平决定着学生的思考水平。但是，到目前为止，教师提出的大多数问题都是低阶问题，在帮助学生发展高阶思维能力方面，还不如高阶问题有效。此外，对于在ESL语境中提出的问题的级别，研究很少，同样，也很少进行研究来找出教师对此问题的信念。因此，作者试图确定教师在ESL语境中提出的问题的水平，调查她对在发展高级思维技巧中使用问题的信念，最后，找出归因于她的提问行为的可能因素。三堂英语课的录音和半结构式访谈被用作数据收集工具。调查结果表明，在提出的所有问题中，有79％是低阶问题，而只有5％是针对高阶问题。对两个数据源的分析表明，教师的信念与她的实际提问习惯之间存在差异。问题对学生思维能力的发展有很大的影响。在平衡时，老师问低阶问题和高阶问题至关重要。开展高层次思维运动的最佳方法是与教师本人合作。教师首先需要成为更好的思想家，并熟悉不同级别的问题，以便产生精心设计的问题。教师应持续监控课堂上的提问行为，并努力在提问实践中取得进步。

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    Lee Da En;

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  • 年度 2015
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