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在英语课堂教学中,元认知提问针对的是学生生动活泼的元认知活动,这就对教师提出了更高的要求。教师不仅要了解学生的认知水平和特点,对学生的认知活动做出预测,设计合理的元认知提问内容,避免一“问”即“发”的浅问题和“问”而不“发”的难问题,要打破“是什么”“怎么样”“为什么”提问思路的局限,还要善于观察学生的认知行为和情绪反应,正确把握学生的元认知状态,及时调整元认知提问方式和内容,以引导学生认知活动的高效进行。同时,教师也要鼓励学生进行元认知方面的自我提问,通过借助于元认知提示语的教学和学习,来增强学生的元认知提问意识,让学生掌握元认知提问的方法。因此,教师要想提高英语课堂教学的质量与水平,就要增加具有价值性的元认知提问,使得提问的功效最大限度地发挥。
In English classroom teaching, metacognitive questioning is aimed at students’ vivid metacognitive activities, which puts forward higher requirements on teachers. Teachers should not only understand the students ’cognitive level and characteristics, make predictions about students’ cognitive activities, design reasonable metacognitive questions, and avoid the shallow questions of The problem of asking questions and asking questions is about how to solve the problem of asking questions and how to understand students’ cognitive behavior and emotional reactions , Correctly grasp the metacognitive status of students, and timely adjust the way and content of metacognitive questions to guide students to carry out cognitive activities efficiently. At the same time, teachers should also encourage students to carry out metacognitive self-questioning. By using the teaching and learning of metacognitive cues, students should be encouraged to raise awareness of metacognitive questions and help students master metacognitive questions. Therefore, teachers want to improve the quality and level of English classroom teaching, it is necessary to increase the value of metacognitive questions, making the effectiveness of questions to maximize play.