初中英語(yǔ)教師課堂提問的認(rèn)知層次研究基于布魯姆教育目標(biāo)分類的視野一、本文概述Overviewofthisarticle本研究旨在探討初中英語(yǔ)教師在課堂提問時(shí)所體現(xiàn)的認(rèn)知層次，并基于布魯姆教育目標(biāo)分類的視角進(jìn)行深入分析。研究將首先回顧布魯姆教育目標(biāo)分類理論的基本框架，包括知識(shí)理解、應(yīng)用、分析、綜合和評(píng)價(jià)等六個(gè)層次。隨后，通過對(duì)初中英語(yǔ)課堂的實(shí)際觀察和數(shù)據(jù)收集，分析教師在提問時(shí)所涉及的認(rèn)知層次及其分布情況。研究將關(guān)注教師在不同教學(xué)環(huán)節(jié)中提問的策略和效果，以及學(xué)生的反應(yīng)和回答情況。結(jié)合理論分析和實(shí)證研究的結(jié)果，探討初中英語(yǔ)教師在課堂提問中如何更有效地促進(jìn)學(xué)生認(rèn)知發(fā)展，提高教學(xué)效果。本研究不僅有助于深化對(duì)初中英語(yǔ)課堂提問的認(rèn)知層次的理解，也為教師改進(jìn)提問策略、優(yōu)化教學(xué)設(shè)計(jì)提供有益的參考。TheaimofthisstudyistoexplorethecognitivelevelsreflectedbymiddleschoolEnglishteacherswhenaskingquestionsintheclassroom,andtoconductin-depthanalysisbasedonBloom'seducationalgoalclassificationperspective.ThestudywillfirstreviewthebasicframeworkofBloom'seducationalgoalclassificationtheory,whichincludessixlevels:knowledgeunderstanding,application,analysis,synthesis,andevaluation.Subsequently,throughactualobservationanddatacollectionofmiddleschoolEnglishclassrooms,analyzethecognitivelevelsandtheirdistributioninvolvedbyteacherswhenaskingquestions.Thestudywillfocusonthestrategiesandeffectsofteachersaskingquestionsindifferentteachingstages,aswellasthereactionsandresponsesofstudents.Basedontheoreticalanalysisandempiricalresearch,thispaperexploreshowmiddleschoolEnglishteacherscanmoreeffectivelypromotestudentcognitivedevelopmentandimproveteachingeffectivenessinclassroomquestioning.ThisstudynotonlyhelpstodeepentheunderstandingofthecognitivelevelofquestioninginmiddleschoolEnglishclassrooms,butalsoprovidesusefulreferencesforteacherstoimprovequestioningstrategiesandoptimizeteachingdesign.二、文獻(xiàn)綜述Literaturereview在深入探討初中英語(yǔ)教師課堂提問的認(rèn)知層次之前，有必要對(duì)已有的相關(guān)文獻(xiàn)進(jìn)行系統(tǒng)的綜述。本部分將圍繞布魯姆教育目標(biāo)分類理論，對(duì)國(guó)內(nèi)外關(guān)于初中英語(yǔ)教師課堂提問的研究進(jìn)行梳理和評(píng)價(jià)。BeforedelvingintothecognitivelevelofclassroomquestioningbymiddleschoolEnglishteachers,itisnecessarytoconductasystematicreviewofexistingrelevantliterature.ThissectionwillfocusonBloom'seducationalgoalclassificationtheory,andreviewandevaluateresearchonclassroomquestioningbymiddleschoolEnglishteachersbothdomesticallyandinternationally.布魯姆教育目標(biāo)分類理論自提出以來，在教育界產(chǎn)生了廣泛而深遠(yuǎn)的影響。該理論將教育目標(biāo)分為三個(gè)領(lǐng)域：認(rèn)知領(lǐng)域、情感領(lǐng)域和動(dòng)作技能領(lǐng)域。其中，認(rèn)知領(lǐng)域的教育目標(biāo)又被細(xì)分為六個(gè)層次，從低到高依次為：記憶、理解、應(yīng)用、分析、評(píng)價(jià)和創(chuàng)造。這一理論為教育者和研究者提供了一個(gè)清晰、系統(tǒng)的框架，用以分析和評(píng)價(jià)教學(xué)活動(dòng)的效果。SincetheintroductionofBloom'seducationalgoalclassificationtheory,ithashadawideandprofoundimpactintheeducationindustry.Thistheorydivideseducationalgoalsintothreedomains:cognitivedomain,affectivedomain,andmotorskilldomain.Amongthem,theeducationalgoalsinthecognitivefieldarefurtherdividedintosixlevels,fromlowtohigh:memory,understanding,application,analysis,evaluation,andcreation.Thistheoryprovideseducatorsandresearcherswithaclearandsystematicframeworkforanalyzingandevaluatingtheeffectivenessofteachingactivities.在國(guó)外研究方面，許多學(xué)者運(yùn)用布魯姆教育目標(biāo)分類理論對(duì)課堂提問進(jìn)行了深入的研究。例如，Smith和Anderson（2001）通過實(shí)證研究發(fā)現(xiàn)，教師在課堂上的提問方式與學(xué)生的認(rèn)知發(fā)展密切相關(guān)。他們提出，教師應(yīng)該根據(jù)學(xué)生的認(rèn)知層次設(shè)計(jì)不同類型的問題，以促進(jìn)學(xué)生的全面發(fā)展。Brown和Palincsar（1982）提出的“交互式提問”模式也為教師提供了在課堂上進(jìn)行有效提問的參考。Inforeignresearch,manyscholarshaveconductedin-depthresearchonclassroomquestioningusingBloom'seducationalgoalclassificationtheory.Forexample,SmithandAnderson(2001)foundthroughempiricalresearchthatthequestioningstyleofteachersintheclassroomiscloselyrelatedtothecognitivedevelopmentofstudents.Theyproposethatteachersshoulddesigndifferenttypesofquestionsbasedonstudents'cognitivelevelstopromotetheircomprehensivedevelopment.The"interactivequestioning"modelproposedbyBrownandPalincsar(1982)alsoprovidesteacherswithareferenceforeffectivequestioningintheclassroom.在國(guó)內(nèi)研究方面，近年來越來越多的學(xué)者開始關(guān)注初中英語(yǔ)教師課堂提問的認(rèn)知層次。例如，李華（2018）通過調(diào)查研究發(fā)現(xiàn)，當(dāng)前初中英語(yǔ)教師在課堂提問時(shí)存在認(rèn)知層次偏低的問題，主要表現(xiàn)為提問過于簡(jiǎn)單、缺乏層次性等。他建議教師應(yīng)該根據(jù)學(xué)生的實(shí)際情況和教學(xué)目標(biāo)設(shè)計(jì)不同層次的問題，以提高學(xué)生的思維能力。也有學(xué)者提出了在初中英語(yǔ)課堂上實(shí)施“問題鏈”教學(xué)策略（王敏，2019），通過一系列相互關(guān)聯(lián)的問題引導(dǎo)學(xué)生逐步深入思考。Intermsofdomesticresearch,inrecentyears,moreandmorescholarshavebeguntopayattentiontothecognitivelevelofclassroomquestioningbymiddleschoolEnglishteachers.Forexample,LiHua(2018)foundthroughasurveythatcurrentmiddleschoolEnglishteachershavealowcognitivelevelwhenaskingquestionsintheclassroom,mainlymanifestedasoverlysimplequestioningandlackofhierarchy.Hesuggeststhatteachersshoulddesigndifferentlevelsofquestionsbasedontheactualsituationofstudentsandteachingobjectivestoimprovetheirthinkingability.Somescholarshavealsoproposedimplementinga"problemchain"teachingstrategyinmiddleschoolEnglishclassrooms(WangMin,2019),guidingstudentstograduallydeepentheirthinkingthroughaseriesofinterrelatedquestions.已有研究表明初中英語(yǔ)教師課堂提問的認(rèn)知層次對(duì)學(xué)生的認(rèn)知發(fā)展具有重要影響。然而，當(dāng)前研究仍存在一些不足之處，如缺乏系統(tǒng)的理論框架、實(shí)證研究不夠充分等。因此，本研究旨在基于布魯姆教育目標(biāo)分類理論的視野下，對(duì)初中英語(yǔ)教師課堂提問的認(rèn)知層次進(jìn)行深入研究，以期為教育實(shí)踐提供有益的參考和啟示。PreviousstudieshaveshownthatthecognitivelevelofclassroomquestioningbymiddleschoolEnglishteachershasasignificantimpactonthecognitivedevelopmentofstudents.However,therearestillsomeshortcomingsincurrentresearch,suchasalackofsystematictheoreticalframeworkandinsufficientempiricalresearch.Therefore,thisstudyaimstoconductin-depthresearchonthecognitivelevelsofclassroomquestioningbymiddleschoolEnglishteachersfromtheperspectiveofBloom'seducationalgoalclassificationtheory,inordertoprovideusefulreferenceandinspirationforeducationalpractice.三、研究方法Researchmethods本研究旨在深入探究初中英語(yǔ)教師在課堂提問中的認(rèn)知層次，并基于布魯姆教育目標(biāo)分類的視角進(jìn)行分析。為達(dá)到此目的，本研究采用了混合方法研究設(shè)計(jì)，結(jié)合了定量和定性兩種研究方法，以更全面、更深入地理解初中英語(yǔ)教師的課堂提問實(shí)踐。ThisstudyaimstoexplorethecognitivelevelsofmiddleschoolEnglishteachersinclassroomquestioningandanalyzeitfromtheperspectiveofBloom'seducationalgoalclassification.Toachievethisgoal,thisstudyadoptedamixedmethodresearchdesign,combiningquantitativeandqualitativeresearchmethods,inordertohaveamorecomprehensiveandin-depthunderstandingoftheclassroomquestioningpracticeofmiddleschoolEnglishteachers.本研究通過文獻(xiàn)回顧的方式，梳理了布魯姆教育目標(biāo)分類的理論框架，以及國(guó)內(nèi)外關(guān)于初中英語(yǔ)教師課堂提問的研究現(xiàn)狀。通過文獻(xiàn)分析，確定了研究的理論基礎(chǔ)和研究方向。ThisstudyreviewedthetheoreticalframeworkofBloom'sclassificationofeducationalobjectivesthroughliteraturereview,aswellasthecurrentresearchstatusonclassroomquestioningbymiddleschoolEnglishteachersbothdomesticallyandinternationally.Throughliteratureanalysis,thetheoreticalbasisandresearchdirectionofthestudyhavebeendetermined.本研究采用了觀察法，對(duì)初中英語(yǔ)教師的課堂提問進(jìn)行了實(shí)地觀察。觀察過程中，研究者詳細(xì)記錄了教師的提問內(nèi)容、提問方式、學(xué)生的回答情況以及教師的反饋等信息。觀察結(jié)束后，對(duì)觀察數(shù)據(jù)進(jìn)行整理和分析，以揭示初中英語(yǔ)教師課堂提問的認(rèn)知層次。Thisstudyusedanobservationmethodtoconducton-siteobservationsofclassroomquestioningbymiddleschoolEnglishteachers.Duringtheobservationprocess,theresearcherrecordedindetailtheteacher'squestioningcontent,questioningmethods,studentresponses,andteacherfeedback.Aftertheobservationiscompleted,organizeandanalyzetheobservationdatatorevealthecognitivelevelofclassroomquestioningbymiddleschoolEnglishteachers.本研究還采用了問卷調(diào)查法，以獲取初中英語(yǔ)教師對(duì)課堂提問的認(rèn)知和態(tài)度。問卷設(shè)計(jì)基于布魯姆教育目標(biāo)分類理論，涵蓋了不同認(rèn)知層次的提問類型。通過問卷調(diào)查，可以了解初中英語(yǔ)教師在課堂提問中的實(shí)踐情況，以及他們對(duì)不同認(rèn)知層次提問的認(rèn)識(shí)和態(tài)度。ThisstudyalsousedaquestionnairesurveymethodtoobtainthecognitionandattitudeofmiddleschoolEnglishteacherstowardsclassroomquestioning.ThequestionnairedesignisbasedonBloom'seducationalgoalclassificationtheory,coveringdifferenttypesofquestioningatdifferentcognitivelevels.Throughaquestionnairesurvey,wecanunderstandthepracticalsituationofmiddleschoolEnglishteachersinclassroomquestioning,aswellastheirunderstandingandattitudetowardsquestioningatdifferentcognitivelevels.本研究采用了訪談法，對(duì)部分初中英語(yǔ)教師進(jìn)行了深入訪談。訪談內(nèi)容主要圍繞教師在課堂提問中的認(rèn)知層次、提問策略、學(xué)生反應(yīng)等方面展開。通過訪談，可以深入了解初中英語(yǔ)教師對(duì)課堂提問的認(rèn)知和實(shí)踐，以及他們?cè)谔釂栠^程中的思考和決策過程。Thisstudyusedinterviewmethodtoconductin-depthinterviewswithsomemiddleschoolEnglishteachers.Theinterviewmainlyfocusesonthecognitivelevel,questioningstrategies,andstudentresponsesofteachersinclassroomquestioning.Throughinterviews,wecangainadeeperunderstandingofthecognitionandpracticeofmiddleschoolEnglishteacherstowardsclassroomquestioning,aswellastheirthinkinganddecision-makingprocessesduringthequestioningprocess.綜合以上四種研究方法，本研究旨在全面、深入地探究初中英語(yǔ)教師在課堂提問中的認(rèn)知層次，并基于布魯姆教育目標(biāo)分類的視角進(jìn)行分析。通過混合方法研究設(shè)計(jì)，本研究將定量和定性研究相結(jié)合，以期獲得更準(zhǔn)確、更全面的研究結(jié)果。Basedontheabovefourresearchmethods,thisstudyaimstocomprehensivelyanddeeplyexplorethecognitivelevelsofmiddleschoolEnglishteachersinclassroomquestioning,andanalyzeitfromtheperspectiveofBloom'seducationalgoalclassification.Throughamixedmethodresearchdesign,thisstudycombinesquantitativeandqualitativeresearchinordertoobtainmoreaccurateandcomprehensiveresearchresults.四、研究結(jié)果Researchresults本研究基于布魯姆教育目標(biāo)分類的視角，對(duì)初中英語(yǔ)教師課堂提問的認(rèn)知層次進(jìn)行了深入研究。通過課堂觀察、問卷調(diào)查和訪談等多種方式，收集了大量關(guān)于初中英語(yǔ)教師課堂提問的一手?jǐn)?shù)據(jù)。經(jīng)過細(xì)致的分析和整理，我們得出了以下研究結(jié)果。Thisstudyconductedanin-depthstudyonthecognitivelevelsofclassroomquestioningbymiddleschoolEnglishteachersfromtheperspectiveofBloom'sclassificationofeducationalobjectives.Alargeamountoffirst-handdataonclassroomquestioningbymiddleschoolEnglishteacherswascollectedthroughvariousmethodssuchasclassroomobservation,questionnairesurveys,andinterviews.Aftercarefulanalysisandorganization,wehaveobtainedthefollowingresearchresults.初中英語(yǔ)教師的課堂提問在認(rèn)知層次上呈現(xiàn)出多樣化的特點(diǎn)。大多數(shù)教師能夠根據(jù)學(xué)生的認(rèn)知水平和課程內(nèi)容，設(shè)計(jì)出不同層次的問題。然而，仍有一部分教師在提問時(shí)缺乏明確的認(rèn)知層次劃分，導(dǎo)致問題的難度和深度不適宜，無法有效地促進(jìn)學(xué)生的認(rèn)知發(fā)展。TheclassroomquestioningofmiddleschoolEnglishteacherspresentsdiversecharacteristicsatthecognitivelevel.Mostteachersareabletodesignquestionsatdifferentlevelsbasedonstudents'cognitivelevelandcoursecontent.However,therearestillsometeacherswholackclearcognitivehierarchywhenaskingquestions,resultingininappropriatedifficultyanddepthofthequestions,whichcannoteffectivelypromotestudents'cognitivedevelopment.教師在不同認(rèn)知層次問題的使用上存在不均衡的現(xiàn)象。具體來說，教師在記憶和理解層次的問題使用較多，而在應(yīng)用、分析、評(píng)價(jià)和創(chuàng)造層次的問題使用相對(duì)較少。這種不均衡的提問方式可能會(huì)限制學(xué)生的思維發(fā)展，使他們無法充分發(fā)揮自己的潛能。Thereisanimbalanceintheuseofdifferentcognitivelevelsbyteachers.Specifically,teachersusemorequestionsatthelevelofmemoryandunderstanding,whiletheyuserelativelylessquestionsatthelevelofapplication,analysis,evaluation,andcreation.Thisunbalancedquestioningapproachmaylimitstudents'cognitivedevelopmentandpreventthemfromfullyunleashingtheirpotential.我們還發(fā)現(xiàn)，教師的提問方式對(duì)學(xué)生的認(rèn)知發(fā)展具有重要影響。如果教師能夠采用啟發(fā)式、探究式等提問方式，那么學(xué)生的思維能力、創(chuàng)新能力和解決問題的能力都會(huì)得到顯著提升。相反，如果教師的提問方式過于簡(jiǎn)單、直接，那么學(xué)生的思維能力可能會(huì)受到限制，無法得到有效提升。Wealsofoundthatthequestioningstyleofteachershasasignificantimpactonthecognitivedevelopmentofstudents.Ifteacherscanuseheuristic,exploratoryandotherquestioningmethods,students'thinkingability,innovationability,andproblem-solvingabilitywillbesignificantlyimproved.Onthecontrary,iftheteacher'squestioningmethodistoosimpleanddirect,thethinkingabilityofstudentsmaybelimitedandcannotbeeffectivelyimproved.本研究還發(fā)現(xiàn)，教師的教育理念和教學(xué)經(jīng)驗(yàn)對(duì)課堂提問的認(rèn)知層次具有顯著影響。那些持有先進(jìn)教育理念、具備豐富教學(xué)經(jīng)驗(yàn)的教師，往往能夠在課堂提問中更好地把握學(xué)生的認(rèn)知特點(diǎn)和發(fā)展需求，設(shè)計(jì)出更具針對(duì)性的問題。因此，提升教師的教育理念和教學(xué)經(jīng)驗(yàn)，對(duì)于提高課堂提問的認(rèn)知層次具有重要意義。Thisstudyalsofoundthattheeducationalphilosophyandteachingexperienceofteachershaveasignificantimpactonthecognitivelevelofclassroomquestioning.Teacherswhoholdadvancededucationalconceptsandhaverichteachingexperienceareoftenabletobettergraspthecognitivecharacteristicsanddevelopmentalneedsofstudentsinclassroomquestioning,anddesignmoretargetedquestions.Therefore,enhancingtheeducationalphilosophyandteachingexperienceofteachersisofgreatsignificanceforimprovingthecognitivelevelofclassroomquestioning.本研究揭示了初中英語(yǔ)教師課堂提問在認(rèn)知層次上的現(xiàn)狀和問題，為改進(jìn)教師的提問方式、促進(jìn)學(xué)生的認(rèn)知發(fā)展提供了有益的參考。未來，我們將繼續(xù)關(guān)注這一領(lǐng)域的研究進(jìn)展，為初中英語(yǔ)教學(xué)的改進(jìn)和發(fā)展貢獻(xiàn)更多的力量。ThisstudyrevealsthecurrentsituationandproblemsofclassroomquestioningbymiddleschoolEnglishteachersatthecognitivelevel,providingusefulreferencesforimprovingteacherquestioningmethodsandpromotingstudentcognitivedevelopment.Inthefuture,wewillcontinuetomonitortheresearchprogressinthisfieldandcontributemoretotheimprovementanddevelopmentofjuniorhighschoolEnglishteaching.五、討論與建議Discussionandsuggestions本研究基于布魯姆教育目標(biāo)分類的視角，對(duì)初中英語(yǔ)教師課堂提問的認(rèn)知層次進(jìn)行了深入的分析。通過課堂觀察、問卷調(diào)查和訪談等方法，發(fā)現(xiàn)初中英語(yǔ)教師在提問時(shí)存在認(rèn)知層次不高、缺乏層次性等問題。這不僅影響了學(xué)生的學(xué)習(xí)效果，也制約了課堂教學(xué)質(zhì)量的提升。Thisstudyprovidesanin-depthanalysisofthecognitivelevelsofclassroomquestioningbymiddleschoolEnglishteachersfromtheperspectiveofBloom'sclassificationofeducationalobjectives.Throughclassroomobservation,questionnairesurveys,andinterviews,itwasfoundthatmiddleschoolEnglishteachershaveproblemssuchaslowcognitivelevelandlackofhierarchywhenaskingquestions.Thisnotonlyaffectsthelearningoutcomesofstudents,butalsorestrictstheimprovementofclassroomteachingquality.教師應(yīng)加強(qiáng)對(duì)布魯姆教育目標(biāo)分類理論的學(xué)習(xí)和應(yīng)用。布魯姆教育目標(biāo)分類理論為教學(xué)目標(biāo)的設(shè)定和教學(xué)方法的選擇提供了科學(xué)的依據(jù)。教師應(yīng)深入理解該理論，將其應(yīng)用于課堂提問的設(shè)計(jì)和實(shí)施中，使提問更具層次性和針對(duì)性。TeachersshouldstrengthentheirlearningandapplicationofBloom'seducationalgoalclassificationtheory.Bloom'seducationalgoalclassificationtheoryprovidesascientificbasisforsettingteachinggoalsandselectingteachingmethods.Teachersshouldhaveadeepunderstandingofthistheoryandapplyittothedesignandimplementationofclassroomquestioning,makingquestioningmorehierarchicalandtargeted.教師應(yīng)注重提問的認(rèn)知層次和難度梯度。在設(shè)計(jì)提問時(shí)，教師應(yīng)根據(jù)學(xué)生的認(rèn)知水平和學(xué)習(xí)需求，設(shè)置不同層次的問題，以激發(fā)學(xué)生的學(xué)習(xí)興趣和思維能力。同時(shí)，問題的難度應(yīng)逐步遞增，形成合理的難度梯度，以挑戰(zhàn)學(xué)生的認(rèn)知極限。Teachersshouldpayattentiontothecognitivelevelanddifficultygradientofquestioning.Whendesigningquestions,teachersshouldsetdifferentlevelsofquestionsbasedonstudents'cognitivelevelandlearningneedstostimulatetheirlearninginterestandthinkingability.Atthesametime,thedifficultyoftheproblemshouldgraduallyincrease,formingareasonabledifficultygradienttochallengestudents'cognitivelimits.教師應(yīng)關(guān)注學(xué)生的個(gè)體差異和需求。每個(gè)學(xué)生都是獨(dú)一無二的個(gè)體，他們?cè)谡J(rèn)知、情感、興趣等方面存在差異。因此，教師在提問時(shí)應(yīng)充分考慮學(xué)生的個(gè)體差異和需求，設(shè)計(jì)符合學(xué)生實(shí)際的問題，使每個(gè)學(xué)生都能在提問中得到發(fā)展和提升。Teachersshouldpayattentiontotheindividualdifferencesandneedsofstudents.Eachstudentisauniqueindividual,withdifferencesincognition,emotions,interests,andotheraspects.Therefore,whenaskingquestions,teachersshouldfullyconsidertheindividualdifferencesandneedsofstudents,designquestionsthatareinlinewiththeiractualneeds,sothateverystudentcandevelopandimprovethroughquestioning.教師應(yīng)注重培養(yǎng)學(xué)生的高階思維能力。高階思維能力包括分析、評(píng)價(jià)、創(chuàng)造等方面的能力，是學(xué)生未來發(fā)展的重要素質(zhì)。因此，教師在提問時(shí)應(yīng)注重培養(yǎng)學(xué)生的高階思維能力，通過設(shè)計(jì)具有挑戰(zhàn)性和開放性的問題，引導(dǎo)學(xué)生進(jìn)行深入的思考和探討。Teachersshouldfocusoncultivatingstudents'higher-orderthinkingabilities.Advancedthinkingabilities,includinganalytical,evaluative,andcreativeabilities,areimportantqualitiesforstudents'futuredevelopment.Therefore,teachersshouldfocusoncultivatingstudents'higher-orderthinkingabilitieswhenaskingquestions,andguidethemtoengageinin-depththinkingandexplorationbydesigningchallengingandopen-endedquestions.初中英語(yǔ)教師在課堂提問中應(yīng)注重認(rèn)知層次的設(shè)置和提升，以激發(fā)學(xué)生的學(xué)習(xí)興趣和思維能力，提高課堂教學(xué)質(zhì)量。教師應(yīng)關(guān)注學(xué)生的個(gè)體差異和需求，培養(yǎng)學(xué)生的高階思維能力，為學(xué)生的全面發(fā)展奠定堅(jiān)實(shí)的基礎(chǔ)。MiddleschoolEnglishteachersshouldpayattentiontothesettingandimprovementofcognitivelevelsinclassroomquestioning,inordertostimulatestudents'learninginterestandthinkingability,andimprovethequalityofclassroomteaching.Teachersshouldpayattentiontotheindividualdifferencesandneedsofstudents,cultivatetheirhigher-orderthinkingabilities,andlayasolidfoundationfortheircomprehensivedevelopment.六、結(jié)論與展望ConclusionandOutlook本研究通過基于布魯姆教育目標(biāo)分類的視角，對(duì)初中英語(yǔ)教師課堂提問的認(rèn)知層次進(jìn)行了深入探究。研究發(fā)現(xiàn)，初中英語(yǔ)教師的課堂提問在認(rèn)知層次上呈現(xiàn)出一定的分布特征，其中記憶和理解層次的問題占比較大，而應(yīng)用、分析、評(píng)價(jià)和創(chuàng)造層次的問題相對(duì)較少。這一結(jié)果反映了當(dāng)前初中英語(yǔ)教學(xué)中對(duì)于高階思維能力的培養(yǎng)尚待加強(qiáng)。Thisstudyconductedanin-depthexplorationofthecognitivelevelsofclassroomquestioningbymiddleschoolEnglishteachersfromtheperspectiveofBloom'sclassificationofeducationalobjectives.ResearchhasfoundthatclassroomquestioningbymiddleschoolEnglishteachersexhibitscertaindistributioncharacteristicsatthecognitivelevel,withmemoryandcomprehensionlevelquestionsaccountingforalargerproportion,whileapplication,analysis,evaluation,andcreationlevelquestionsarerelativelyfewer.Thisresultreflectsthatthecultivationof