课堂提问教师的认知和实践外文文献翻译.docx

毕业设计（论文）外文翻译外文题目： Classroom questioning: Teachers， perceptions and practices译文题目：课堂提问：教师的认知和实践文献出处- 《Procedia - Social and Behavioral Sciences》，2010, 2(2): 305-309外文作者： Patricia Albcrgaria-Aliiicida字数统计：英文2417单词，13663字符；中文4451汉字外文文献:Classroom questioning: Teachers* perceptions and practicesAbstract Moving from a teacher-centered teaching to a student-centered teaching implies a new perspective of the approaches to questioning. Putting the focus on students5 questions rather then on teacher^ questions, and valuing students questions rather then emphasizing their responses is imperative in supporting learners higher levels of thinking. This paper outlines and action research study with 3 secondary biology teachers and their students. A 2-month course of professional development was designed and implemented as a strategy to promote teachers classroom questioning awareness. Important changes in beliefs and practices were found after the intervention, particularly in what concerns the wait-time, the number and the kind of questions asked, both by teachers and students.Keywords: Questioning; classroom questioning; science teaching; course of professional development.lJntroductionResearch on the importance of questioning as a teaching and learning strategy is well documented (Almeida, Pedrosa de Jesus and Watts, 2008; Chin and Osborne, 2008; Graesser and Olde, 2003). It is suggested that teachers spend up to 50% of class time on questioning and that they ask between 300 and 400 questions a day (Levin and Long, 1981), while each student asks, on average, 1 question per week (Graesser & Person, 1994). Surprisingly, teachers seem to be not aware of this discrepancy. Several studies also rely on the kind of questions asked by teachers and students, concluding that these are usually procedural and fact-based (e.g> Brown and Edmondson, 1985). This particular study aimed at promoting teachers classroom questioning awareness through their involvement on a course of professional development (CPD).2