摘要
本文以2024版人教版初中英语七、八年级四册学生用书中的990条教材指令语为研究对象，基于修订版布鲁姆分类学的认知过程维度，分析其认知层级和认知子过程分布。研究发现：教材指令语主要集中于理解和应用层，表明教材任务以意义理解、信息处理和语言实践为基础；四册教材认知要求侧重点各有不同；从认知子过程来看，interpreting、executing和implementing数量较多，generating、planning、checking和attributing较少。总体来看，此教材指令语为学生思维品质培养提供了一定基础，但高层级认知活动的过程性引导仍有不足之处。本研究可为教师理解教材任务、优化课堂活动和促进学生思维品质发展提供参考。
关键词： 思维品质；教材指令语；初中英语
Abstract
This study focuses on 990 instructional texts in the 2024 edition of the People’ s Education Press junior high English textbooks for grades 7 and 8, covering four volumes. Based on the revised Bloom’ s Taxonomy cognitive process dimension, it analyzes the cognitive levels and the distribution of cognitive sub-processes. The results show that the instructional texts mainly focus on the Understanding and Applying levels, indicating that the tasks of teaching materials are based on meaning understanding, information processing and language practice. The cognitive requirements of the four volumes of textbooks are varied. In terms of cognitive sub-processes, interpreting, executing and implementing are more frequent, while generating, planning, checking and attributing are relatively rare. Overall, the instructions provide a task basis for developing students’ thinking quality, but the process-oriented guidance for higher-order cognitive activities remains insufficient. This research can help teachers to understand the textbook tasks, optimize classroom activities, and promote the development of students’ thinking qualities.
Key words： Thinking quality; Instructional texts; Junior high school English
参考文献 References
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