以高階思維為導(dǎo)向的小學英語課堂提問研究

以高階思維為導(dǎo)向的小學英語課堂提問研究Title:ResearchonQuestioninginPrimaryEnglishClassroomsGuidedbyHigher-orderThinkingAbstract:Questioningisavitalcomponentofeffectiveteachingandlearning,especiallyinprimaryEnglishclassroomswherestudentsareattheearlystagesoflanguageacquisition.Thisresearchpaperaimstoexploretheimplementationandeffectivenessofahigher-orderthinkingapproachtoquestioninginsmallprimaryEnglishclassrooms.Byadoptingaqualitativeresearchmethod,thisstudyinvestigatestheimpactofhigher-orderthinkingquestionsonstudentengagement,criticalthinkingdevelopment,andoveralllanguageacquisition.ThefindingsofthisresearchcancontributetotheimprovementofteachingpracticesinprimaryEnglishclassrooms.Introduction:PrimaryEnglishclassroomsplayacrucialroleinlayingthefoundationforlanguageacquisitionanddevelopingcriticalthinkingskills.Questioning,whenapproachedthroughhigher-orderthinking,canenhancestudents'learningexperiencesandfosterdeepunderstanding.Intraditionalclassrooms,theemphasisisoftenplacedonknowledgerecallquestions,limitingstudents'abilitytothinkcriticallyandcreatively.Therefore,exploringhowhigher-orderthinkingcaninfluencequestioningtechniquesandengagementinprimaryEnglishclassroomsbecomesessential.LiteratureReview:1.ImportanceofQuestioningintheClassroom:Researchindicatesthatquestioningisaneffectiveinstructionalstrategythatpromotesactivelearningandhigher-orderthinkingskills.Questioningservesvariouspurposes,suchascheckingforunderstanding,stimulatingcuriosity,andpromotingcriticalthinking.2.Higher-orderThinkingQuestions:Higher-orderthinkingquestionsrequirestudentstoanalyze,evaluate,andcreatewhileactivelyengagingwiththecontent.Thesequestionsguidestudentsbeyondsimplecontentrecallandencouragethemtothinkcriticallyandapplytheirknowledge.3.BenefitsofHigher-orderThinkingQuestions:Usinghigher-orderthinkingquestionscanenhancestudentengagement,promotedeepunderstanding,anddevelopcriticalthinkingskills.Whenstudentsarechallengedtothinkdeeply,theybecomeactiveparticipantsinthelearningprocessanddevelopabettergraspofEnglishlanguageconcepts.Methodology:Thisresearchutilizesaqualitativeapproach,employingsemi-structuredinterviewsandclassroomobservationstocollectdata.ThesampleconsistsofprimaryEnglishteachersandtheirstudents.Theteachersaretrainedinimplementinghigher-orderthinkingquestions,andtheobservationsfocusontheclassroomdynamics,studentengagement,andcriticalthinkingdevelopment.ResultsandAnalysis:Theanalysisofthecollecteddatarevealsseveralkeyfindings:1.IncreasedStudentEngagement:Implementationofhigher-orderthinkingquestionsintheclassroomhassignificantlyincreasedstudentengagement.Studentsareactivelyinvolvedindiscussions,expressingtheirideas,andprovidingevidence-basedresponses.2.DevelopmentofCriticalThinking:Higher-orderthinkingquestionshavefacilitatedthedevelopmentofcriticalthinkingskillsamongprimaryEnglishstudents.Studentsareabletoanalyzeinformation,evaluateoptions,andformulatecreativesolutionstoproblems.3.ImprovedLanguageAcquisition:Theuseofhigher-orderthinkingquestionshaspositivelyimpactedstudents'languageacquisition.Studentsareencouragedtousehigher-levelvocabulary,aswellaspracticeandapplyEnglishlanguageskillsinauthenticcontexts.Conclusion:Theresearchindicatesthatimplementinghigher-orderthinkingquestionsinprimaryEnglishclassroomsenhancesstudentengagement,developscriticalthinkingskills,andimproveslanguageacquisition.Bymovingawayfromknowledgerecallquestions,teacherscancreateanenvironmentthatstimulatesdeepunderstandingofEnglishlanguageconcepts.Thisstudyhighlightstheimportanceofemployinghigher-orderthinkingasaguidingprincipleinquestioningtechniques,ensuringmoreeffectiveteachingpracticesin