大家好，Kethrine老师今天要分享的是基于布鲁姆教育目标分类法（Bloom's Taxonomy）六个认知层次设计的英语课堂提问问题示例。

以下是基于布鲁姆教育目标分类法（Bloom's Taxonomy）六个认知层次设计的英语课堂提问问题示例，覆盖从低阶到高阶思维的普遍共性问题：

1. 记忆（Remember）

目标：回忆事实性知识。

问题示例：

- What are the main events in the story?

- Can you list three adjectives the author used to describe the character?

- What is the definition of ... ?

- When did he decide to leave home?

- Who is the author of this poem?

2. 理解（Understand）

目标：解释或概括信息。

问题示例：

- How would you summarize the central conflict in your own words?

- Can you explain why the character made this choice?

- What does the phrase "break the ice" mean in this context?

- How does the setting influence the mood of the story?

- Can you paraphrase the last paragraph of the article?

3. 应用（Apply）

目标：将知识迁移到新情境中。

问题示例：

- How would you use the passive voice to rewrite this sentence?

- If you were the main character, what would you do differently?

- Can you design a dialogue using the new vocabulary we learned?

- How can you apply the theme of "courage" to a real-life situation?

- Solve this grammar problem by identifying the correct tense.

4. 分析（Analyze）

目标：解构信息并发现联系。

问题示例：

- What evidence supports the author’s argument about climate change?

- How does the structure of the poem reflect its theme?

- Compare and contrast the two characters’ motivations.

- Why do you think the writer chose this specific ending?

- What cultural values are implied in the text?

5. 评价（Evaluate）

目标：基于标准做出判断。

问题示例：

- Do you agree with the protagonist’s decision? Why or why not?

- Which solution to the problem is more effective? Justify your answer.

- How credible is the source of this information?

- What are the strengths and weaknesses of the author’s writing style?

- If you were the editor, what changes would you suggest?

6. 创造（Create）

目标：综合信息生成新观点或作品。

问题示例：

- Write an alternative ending to the story that reflects a different theme.

- Propose a campaign to address the social issue discussed in the article.

- Design a poster summarizing the key ideas of the unit.

- Compose a short poem using the literary devices we studied.

- Imagine a debate between two historical figures mentioned in the text. What would they say?

通过这些问题，教师可有效引导学生从基础记忆走向深度思考和创造性表达。

来源 | Kethrine的教学笔记，作者Kethrine

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