高中英语阅读课堂提问设计研究

发布时间：2018-03-15 18:37

本文选题：英语阅读　切入点：高中生　出处：《闽南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：高中英语阅读板块是各个单元的教学核心部分。在高中英语阅读课中,提问是教师实现教学目标最常采用的手段之一,可以很好的了解学生的学习动态,使学生主动参与到课堂教学中,提高学生的发散思维能力。那些高质量、高效率的提问可以更好的体现提问这一环节的作用,然而高效的提问不是偶然提出的,需要教师精心设计问题,那么高中英语阅读课的提问设计就显得非常的重要。调查和研究高中英语阅读课的提问现状十分必要,在此基础上探讨怎样有效设计提问则更加重要。首先在整理文献、发现问题的基础上设计了一份问卷调查高中英语阅读课的提问现状,结果发现:第一,学生普遍认同提问在英语阅读课中的重要性,但是,教师提问对学生英语学习的帮助力度不够;第二,教师虽然已经意识到提问的重要性,同时也频繁的应用提问这一教学技能,但是还没有摆脱以教师讲解为主的课堂模式,没有充分调动学生的积极性和主动性,大部分同学不会主动回答问题,而是被动的等待老师的提问;第三,教师在课堂中常用提问这一手段来考查学生掌握知识的情况,在提问设计时,教师对教学重难点普遍掌握的很准确,同时提问的难度也适中,但问题的设计偏重展示性问题,考察学生对知识点和阅读教材的理解,问题深度不够,问题层面比较单一,缺少参考性问题的设计,不利于激发学生的辩证思维。第四,学生对教师的的提问有多方面的期待,教师应考虑到学生的需求,提问设计时需要结合学生的生活实际、社会热点。其次,在分析现状的基础上,结合具体的教学内容,本研究设计了一篇阅读课的提问设计案例。案例从教材总体、案例背景、阅读内容等各方面分析,同时结合建构主义学习理论和支架学习理论进行提问设计。该案例在课堂实践中取得了良好的效果。希望本论文的调查结果和提问案例设计可以给一线教师的英语阅读课教学提供一些借鉴。
[Abstract]:High school English reading section is the core part of each unit. In senior high school English reading class, asking questions is one of the most common means for teachers to achieve their teaching goals. Make the students participate in the classroom teaching actively, improve the students' divergent thinking ability. Those high quality and high efficiency questions can better reflect the role of this link, but the efficient questions are not put forward by chance. It is necessary to investigate and study the present situation of English reading class in senior high school, since it is very important for teachers to design the questions carefully, so the question design of English reading class in senior high school is very important. On this basis, it is more important to explore how to design questions effectively. Firstly, we design a questionnaire survey on the current situation of English reading class in senior high school. The results are as follows: first, Students generally agree on the importance of asking questions in English reading classes. However, teachers' questioning is not enough to help students learn English. Second, teachers have realized the importance of asking questions. At the same time, the teaching skill of asking questions is also frequently applied. However, it has not got rid of the classroom mode which is mainly explained by teachers, and has not fully aroused the enthusiasm and initiative of students. Most students will not answer questions voluntarily. They are passively waiting for the teacher to ask questions. Third, teachers often use the means of questioning in the classroom to check the students' knowledge. When the questions are designed, the teachers generally master the most difficult points in teaching. At the same time, the difficulty of asking questions is also moderate, but the design of the questions is focused on the display problems, and the students' understanding of the knowledge points and the reading materials is investigated. The problem is not deep enough, the problem level is relatively single, and the design of the referential problems is lacking. 4th, students have many expectations for teachers' questions, teachers should take into account the needs of students, questions should be designed in combination with the reality of students' life, social hot spots. On the basis of analyzing the present situation and combining with the specific teaching content, this study designs a case study of the question design of reading class. The case is analyzed from the aspects of teaching material overall, case background, reading content and so on. At the same time, combining constructivist learning theory and scaffolding learning theory, the question design is carried out. The case has achieved good results in classroom practice. It is hoped that the results of this paper and the design of questioning cases can be given to the English teachers of the first line. Language reading teaching provides some reference.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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