摘要
本研究以Solo分类评价理论为理论视角，聚焦初中英语阅读课堂中提问技巧的研究。通过系统观察、教师访谈以及学生反馈等多种研究方法，我们探讨了教师在阅读课堂中运用提问技巧的方式和效果。研究结果显示，Solo分类评价理论提供了一种全面而深入的评价框架，有助于揭示教师提问技巧在促进学生独立思考、深度理解和知识整合方面的作用。通过对初中英语阅读课堂中提问技巧的研究，我们旨在为提高教学效果和培养学生阅读能力提供实质性的理论支持。
关键词： Solo分类评价理论；初中英语；阅读课堂；提问技巧；独立思考
Abstract
This study adopts the theoretical perspective of the Solo Taxonomy Evaluation Theory, focusing on the investigation of questioning techniques in junior high school English reading classrooms. Through various research methods, including systematic observation, teacher interviews, and student feedback, we explore how teachers employ questioning techniques in reading classrooms and examine their effects. The research findings indicate that the Solo Taxonomy Evaluation Theory provides a comprehensive and profound evaluation framework, contributing to revealing the role of teachers' questioning techniques in promoting students' independent thinking, deep understanding, and knowledge integration. Through this study on questioning techniques in junior high school English reading classrooms, our aim is to provide substantial theoretical support for enhancing teaching effectiveness and cultivating students' reading abilities.
Key words： Solo Taxonomy Evaluation Theory; junior high school English; reading classroom; questioning techniques; independent thinking
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