课堂提问的艺术与提问句的功能 来自郑新民谈英语教学与研究 00:00 05:45
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为师之道 ┃ 郑新民谈英语教学与研究
编者按
英语学习不像您所想象的那么难，但也不像您所想象的那么易。要多听，多读，多练习！看到今天的标题，也许您会说，我当英语教师都这么多年了，我上课天天都在提问学生，提问有什么难的？谁不会提问？事实上，课堂提问是一门艺术，是学问、智慧和经验融合的艺术，从教师的提问就可以看出他的专业水平，学术素养，以及教学能力等。“郑新民谈英语教学与研究”今天跟大家推荐一些能激发或启迪学生思维的英语提问句。
讲解者
郑新民，香港大学哲学博士（PhD），上海外国语大学教授。
本期重点内容
Hello, dear listeners, I am Prof. Zheng Xinmin from Shanghai International Studies University. In today's programme, we are going to talk about the importance of classroom questioning.
As everybody knows, a question is any sentence which has an interrogative form or function. In classroom settings, English teacher questions are defined as instructional cues or stimuli that convey to students the subject matter knowledge(SMK) or content knowlege(CK) to be learned and directions for what they are to do and how they are to do it.
Research has shown that English teachers' classroom questioning has much to do with a variety of student outcomes, including level of student preparation, retention and achievement. To be more specific, the purpose of English teachers' questioning can be summarized as follows:
to review and summarize previous lessons
to evaluate students' preparation and check on homework or classroom work completion
to develop interest and motivate students to become actively involved in lessons
to develop critical thinking skills and inquiring attitudes
to nurture insights by exposing new relationships
to assess achievement of instructional goals and objectives
to stimulate students to pursue knowledge on their own
When asking students questions, I think English teachers should avoid asking questions randomly. They must understand how new the concept is for the students, as well as what level of understanding the students are exhibiting. In order to achieve the purposes described above, we suggest that English teachers may follow the following sentence patterns to raise questions according to the real need of the teaching context.
First, if you want to check your students' knowledge of the content elements they have learned, you may ask:
Can you recall…?
Where is…? Who is…?
Can you list three chief features…?
How would you explain…?
Second, if you want your students to tell you how well they understand the content elements that you are teaching, you may ask:
What is the main idea of…?
How would you summarize…?
How do you explain…?
Can you find an example of…?
Then, when you want your students to demonstrate their analysis ability, you may ask:
Why do you think…?
Can you compare…?
How would you categorize…?
What can you infer by saying...?
After that, if you want your students to give their points of view and evaluate the concepts or definitions, you may ask:
Which is more important…? Why?
Can you defend…?
What are the pros/cons of…?
How would you feel if…?
Furthermore, if you want your students to apply the content elements or ideas that they have just learned, you may ask:
What would happen if…?
How would you clarify…?
Who do you think…?
What is a situation like…?
Finally, if you want to evoke your students' creativity, you may ask:
What is an alternative…?
Could you invent…?
How can you imagine…?
What could you design to…?
Well, to conclude today's programme, it is clear that changing the wording of a question can help change the level of difficulty and it is also obvious that vocabulary is the key to changing questions. Following the suggested patterns with only a few slight adjustments, I trust you can easily get a variety of different responses from your students. I hope this is useful for you to practise in your teaching setting. Well, that concludes today's programme. Thank you for listening. Bye for now.
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