基于PISA阅读评量理念的教师课堂提问设计研究-学科教学(语文)专业论文.docxVIP

基于 基于 PISA 阅读评量理念的教师课堂提问设计研究 宁波大 宁波大学硕士学位论文 万方数据 万方数据 万方数据 万方数据 A Study of Classroom Questioning Design on the Basis of PISA Reading Assessment Concept Abstract Questioning is not only the most commonly used teaching strategy, but an indispensable method in reading teaching design and classroom teaching organization, which is directly connected to the effectiveness of reading teaching and the cultivation of students reading literacy. But in Chinese reading teaching, some problems like ambiguity of questioning purpose, disorder of questioning and low level of questioning are existing in classroom questioning. They have an obvious negative impact on students’ development of the ability of agile grasping and processing of information, the faculty of understanding new things, a wide field of view, critical thinking and the modern citizen awareness that people participate in social activities through reading. In this post-industrial era of informatization and knowledge economy, different requirements for cultivating students’ ability are put forward, and PISA reading assessment stands for the direction and trend of this kind of international basic education development. Therefore, the thesis attempts to apply the value orientation of PISA reading assessment to observe the present situation of classroom questioning design in Chinese teaching. On the basis of texts, students cognitive level and PISA reading aspect, the classroom questioning design takes the cognitive level strategies and systematically designs the classroom reading questioning. The thesis mainly includes four chapters. Chapter one is an introduction, including an analysis of the background of the questions, an illustration of the aim and significance of the thesis, a summary of domestic researches of PISA reading and classroom questioning design and also the research ideas and methodology of the thesis. Chapter two gives a definition of core concepts and a sketch of theoretical basis of PISA reading asses