高中英语阅读课课堂提问现状及策略研究

发布时间：2017-12-27 00:21

本文关键词：高中英语阅读课课堂提问现状及策略研究　出处：《贵州师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：阅读教学在高中英语课程中占有十分重要的地位。而提问是英语阅读教学的重要策略,也是教师课堂教学常用的教学手段,其提问质量的好坏直接影响英语阅读教学效果和和谐师生关系的构建。《英语课程标准》也明确要求,教师应在教学中帮助学生知识学习、理解能力、能力培养和情感态度等学习策略,而课堂提问是英语教师有效地帮助学生使用学习策略的重要途径和必要手段。因此,探究高中教师英语阅读课堂提问的现状、存在的问题与不足和改进对策,对于培养学生良好的学习策略和学习习惯,提高英语教育教学质量具有十分重要的现实意义和战略意义。基于上述原因,本研究主要从有效性的角度来分析中学英语阅读课教师提问,发现课堂教学实践中关于有效性提问存在的问题,并尝试性的提出一些建议,以充分发挥教师提问的效能。对六盘水市钟山区某一重点高中高一年级的五位英语教师课堂三十六节课进行了全程跟踪,初步了解当前高中英语阅读教学课程提问存在的问题。然后对这所学校的教师进行了深度访谈且对学生进行了问卷调查其目的是为了了解师生对英语课堂提问的看法、需求和困惑,进一步佐证课堂观察的结果。研究发现:当前英语阅读课堂提问还存在一些问题,主要包括教师提问问题类型失衡,展示性问题所占比重过大;教师提问方式过于单一,更多地依赖集体提问,自问自答现象较为突出,学生积极主动回答教师个别提问和主动提问的情况少见;教师课堂提问技巧单一;教师点名提问等待时间不足及提问对象空间分布不均;教师提问后反馈方式有待优化;存在“无效问题”;学生对英语阅读课堂教师提问的满意度不高。为此,本研究从问题设计、提问目的、提问类型、提问方式、提问反馈等多方面提出了优化高中英语阅读课堂提问的对策,并指出了优化高中英语阅读课堂提问质量所需的保障条件,对提高我国高中英语教育教学质量有所裨益。
[Abstract]:Reading teaching occupies a very important position in high school English course. Questioning is an important strategy in English reading teaching. It is also a commonly used teaching method in classroom teaching. The quality of its questioning directly influences the teaching effect of English reading and the construction of harmonious teacher-student relationship. The English curriculum standard also explicitly requires teachers to help students learn learning strategies such as knowledge learning, understanding, ability training and emotional attitude in classroom teaching, while classroom questioning is an important way and effective means for English teachers to effectively help students use learning strategies. Therefore, it is of great practical significance and strategic significance to explore the current situation, existing problems and improvement strategies of Classroom Questioning in senior high school teachers' English reading, which is of great practical and strategic significance for developing students' good learning strategies and habits, and improving the quality of English teaching. Based on the above reasons, this study mainly analyzes the problems of middle school English reading teachers' questioning from the perspective of effectiveness, finds out the problems of effective questioning in classroom teaching practice, and tentatively puts forward some suggestions to give full play to the effectiveness of teacher questioning. A total of five English teachers in a high school in Zijin Mountain District of Liupanshui city have been followed up for thirty-six classes. Then, the teachers in this school conducted in-depth interviews and conducted a questionnaire survey on their pupils. The purpose is to understand teachers, students' perceptions, needs and puzzles in questioning in English class, further supporting the results of classroom observation. The study found that: the current English reading classroom questions still exist some problems, including the problem of teachers' questioning types of imbalance, displayquestions proportion is too large; teachers' questions are too single, rely more on collective questioning, said the phenomenon is more prominent, the students actively answer the teachers' questions and ask questions of individual rare teachers; skills of classroom questioning is single; teachers call questions waiting time problems and questions of object space uneven distribution; teacher questioning after feedback should be optimized; the existence of "invalid"; students of English reading class teachers' satisfaction is not high. Therefore, this study from the question design, question types, questioning, questioning, questioning and feedback the Countermeasures of the high school English Reading Classroom Questioning in many aspects, and points out the optimum conditions needed to guarantee high school English reading classroom questioning, to improve the quality of English education in china.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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