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高中英语实习教师与有经验教师课堂提问认知思维导向的比较研究.docx

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高中英语实习教师与有经验教师课堂提问认知思维导向的比较研究 Title:AComparativeStudyonClassroomQuestioningandCognitiveThinkingOrientationBetweenInternshipandExperiencedHighSchoolEnglishTeachers Introduction: Effectiveclassroomquestioningplaysacrucialroleinstimulatingstudents'thinkingandpromotingcognitivedevelopment.ThepurposeofthisstudyistocomparetheclassroomquestioningtechniquesandcognitivethinkingorientationbetweeninternshipandexperiencedhighschoolEnglishteachers.Byexaminingandanalyzingtheirpractices,thisresearchaimstoidentifypotentialdifferencesandprovideinsightsintoimprovingclassroomquestioningstrategiesforEnglishteachers. Methodology: Thisstudyutilizesaqualitativeresearchdesign,employingobservationsandinterviewsastheprimarydatacollectionmethods.Classroomobservationswillbeconductedtoobservethequestioningtechniquesemployedbybothinternshipandexperiencedteachers.Additionally,semi-structuredinterviewswillbeconductedtogatherinsightsintotheirreasoningandrationalebehindtheirquestioningapproaches. TheoreticalFramework: 1.ClassroomQuestioning: -Definition:Classroomquestioningreferstotheactofaneducatorposingquestionstostudentstoassesstheirunderstanding,stimulatecriticalthinking,andpromoteactiveparticipation. -Importance:Effectiveclassroomquestioningcanenhancestudentengagement,fostercriticalthinking,andfacilitaterichdiscussionsinthelearningprocess. 2.CognitiveThinkingOrientation: -Definition:Cognitivethinkingorientationreferstoteachers'instructionalapproachesthatpromotehigher-orderthinkingskillssuchasanalysis,synthesis,evaluation,andcreativity. -Importance:Acognitivethinkingorientationencouragesstudentstogobeyondsimplerecallandengageindeeperunderstandingandapplicationofknowledge. DiscussionandAnalysis: 1.QuestioningTechniques: a)InternshipTeachers: -Observationfindingsmayrevealthatinternshipteacherstendtorelymoreonclosed-endedquestionsthatrequirefactualrecall. -Limitedprobingforstudents'understandingmaybeobserved,indicatingapotentiallackofdeepcognitiveengagement. b)ExperiencedTeachers: -Observationfindi