%0 Journal Article %T 支架视角下高中英语阅读课教师追问对学生应答思维层次的影响研究
A Study on the Impact of Follow-Up Questioning on Thinking Levels of Students’ Response in Senior High School English Reading Classes from the Scaffolding Perspective %A 邹宇星 %J Advances in Education %P 1216-1225 %@ 2160-7303 %D 2025 %I Hans Publishing %R 10.12677/ae.2025.154679 %X 教师追问在英语阅读课堂上是极为常见的一种教学方式，有效地追问能够助力学生思维水平的提高。本文基于支架视角，采用课堂观察和会话分析法，分析了20节高中英语优质阅读课中教师支架类追问的使用情况及其对学生应答思维层次的影响。研究结果表明：当教师提问始发问题为低认知层次类问题时，情感支架类追问使用频率较高；当提问始发问题为高认知层次类问题时，教师会更多地使用认知支架类追问。此外，情感支架类追问有利于促进学生应答思维层次的向上发展，认知支架类追问对学生应答思维从低层次向高层次发展有着积极的作用。本研究建议：在日常英语阅读教学中，教师需识别并区分不同类型的支架式追问，把握追问的时机，灵活运用并适时调整各种支架式追问策略，充分发挥其辅助学习的作用，从而有效推动学生思维能力的提升。
Teachers’ questioning is an extremely common teaching method in English reading classes, and effective questioning can enhance students’ thinking levels. Based on the scaffolding perspective, this study adopts methods of classroom observation and conversation analysis to analyze the use of teachers’ scaffolding follow-up questioning and its impact on thinking levels of students’ response in 20 high-quality senior high school English reading classes. The results show that when the initial questions posed by teachers are of low thinking level, emotional scaffolding-based follow-up questioning is used more frequently. When the initial questions are of high thinking level, teachers tend to use cognitive scaffolding-based follow-up questioning more often. Moreover, emotional scaffolding-based follow-up questioning is conducive to promoting the upward development of thinking levels of students’ response, while cognitive scaffolding-based follow-up questioning plays a positive role in promoting the development of students’ response thinking from lower to higher levels. This study suggests that in English reading instruction, teachers need to identify and distinguish between different types of scaffolding-based follow-up questioning, seize the appropriate timing for questioning, and flexibly employ and timely adjust various scaffolding questioning strategies. By doing so, teachers can fully leverage the supportive role of these strategies, thereby effectively promoting the enhancement of students’ thinking abilities. %K 教师追问， %K 学生应答思维层次， %K 认知支架， %K 情感支架
Follow-Up Questioning %K Thinking Levels of Students’ %K Response %K Cognitive Scaffolding %K Emotional Scaffolding %U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=113168