合作学习模式下的高中英语阅读课教师提问

发布时间：2018-04-07 16:44

本文选题：合作学习　切入点：高中英语阅读　出处：《延安大学》2015年硕士论文

【摘要】：合作学习是一种很有创意的教学理论,在世界上许多国家都有采用,合作学习是对传统教学组织形式的突破和补充,正在被越来越多的教师运用于英语课堂教学中。课堂提问是英语课堂的一个至关重要的环节。有效的课堂提问能使学生最大限度地获取信息,使学生能更好地有效输出。但是如何将课堂提问与合作学习结合?怎样在合作学习的模式下有效地进行英语课堂提问?国内外关于这方面的研究很少,尤其是关于合作学习模式下的中学英语课堂提问更少。本文在国内外关于课堂提问研究的基础上概述了合作学习的相关理论、延安中学合作学习的现状,然后以延安中学高二年级的5位英语教师和300名学生为研究对象,采用了听课录音转写、课堂观察、问卷调查、教师访谈等研究工具,选取高中英语外研版必修五第二模块的阅读课作为研究素材进行分析。通过分析研究教师提问的数量、提问类型、教师候答时间、学生回答形式以及教师反馈等方面,深入探讨目前延安中学在新课改的背景下,在合作学习模式下的英语阅读课课堂提问有什么样的变化?是否还存在不足?怎样的提问策略能促进合作学习的开展,能提高学生英语学习的兴趣和能力?在此方面做出的探讨和研究,期望对本学校的教学以及周边的学校英语课堂教学中的课堂提问能有所启示,有所贡献。根据统计结果发现5位教师的课堂中参考性问题偏少,展示性问题较多,这种情况不利于拓展学生的思维,也不利于增强学生学习英语的兴趣。而且教师问题的设计感不强,层次和梯度区分不明确。总体来说教师的候答时间和学生答题后的等候时间较短。学生的答问形式比较合理,在合作学习的教学模式下,小组探讨回答的方式占了22.2%,符合新课改和合作学习的新的教学理念,其他的回答方式分布均匀。教师反馈总体较少,数量不够,而且反馈话语单一笼统,对学生没有明显的提醒和鼓励作用。基于以上教师提问的现状和存在的不足,本文笔者给出了五条可行性的建议。
[Abstract]:Cooperative learning is a kind of creative teaching theory which has been adopted in many countries all over the world. Cooperative learning is a breakthrough and supplement to the traditional teaching organization and is being used by more and more teachers in English classroom teaching.Classroom questioning is an important part of English classroom.Effective classroom questioning can maximize students' access to information and enable students to output effectively.But how to combine classroom questioning with cooperative learning?How to effectively carry out English classroom questioning in the cooperative learning mode?There are few researches on this aspect at home and abroad, especially on the cooperative learning model in the middle school English classroom.Based on the research on classroom questioning at home and abroad, this paper summarizes the relevant theories of cooperative learning and the present situation of cooperative learning in Yan'an Middle School, and then takes 5 English teachers and 300 students in Grade 2 of Yanan Middle School as the research objects.In this paper, listening class recording, classroom observation, questionnaire investigation, teacher interview and other research tools are used to analyze the reading course of the second module of the compulsory fifth module of the senior high school English foreign language research edition.By analyzing the number of teachers' questions, the types of questions, the waiting time of teachers, the form of students' answers, and the feedback of teachers, this paper probes into the background of the new curriculum reform in Yan'an Middle School.What is the change of questioning in English reading class in cooperative learning mode?Are there any shortcomings?What kind of questioning strategies can promote cooperative learning and improve students' interest and ability in English learning?It is hoped that the discussion and research in this respect can enlighten and contribute to the teaching of our school and the classroom questioning in the surrounding schools.According to the statistical results, it is found that the five teachers have less reference problems and more demonstrative problems in the classroom, which is not conducive to the expansion of students' thinking and to the enhancement of students' interest in learning English.Moreover, the teacher problem design sense is not strong, the level and the gradient distinction is not clear.Generally speaking, waiting time for teachers and waiting time for students to answer questions are shorter.Under the teaching mode of cooperative learning, the way of group discussion and answer is 22. 2%, which accords with the new teaching concept of new curriculum reform and cooperative learning, and the other answers are evenly distributed.The teacher's feedback is not enough, and the feedback speech is simple and general, which has no obvious reminding and encouraging effect to the students.Based on the present situation and shortcomings of the teachers' questions above, the author gives five feasible suggestions.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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