教师提问策略对初中英语课堂沉默的影响研究

发布时间：2018-09-04 14:49

【摘要】：英语课堂教学需要很多语言交流活动,而教师提问则是促进师生交流的最主要方式之一。好的提问方式能激发兴趣,增强学生参与的热情。但是,当前中国外语课堂教学过程中,课堂沉默现象还比较严重,学生在课堂上往往选择沉默,显然,教师未能很好地利用课堂提问,调动学生表达和参与的热情。值得我们重视的是,课堂沉默极大地影响师生的课堂交流,妨碍学生语言水平的提高。因此,对课堂沉默现象的调查,探索教师提问方式对课堂沉默现象的影响就显得尤为重要。可见,本研究对于转变教师教学观念,丰富教师“以人为本”的教学理念具有十分重要的意义。本研究基于输入假设理论,社会互动理论和话语分析理论,对初中英语课堂教师提问对课堂沉默的影响进行了调查。本研究主要探讨以下几个问题：1、英语课堂上教师的提问策略的现状是什么?2、教师提问对课堂沉默是否有影响?如有影响,是什么样的影响?3、什么样的有效提问能消除或减少课堂沉默现象?针对以上问题,本文采用了课堂观察和问卷调查等方法进行了研究。本研究以滨海县第一初级中学初一五班65位学生为研究对象,分为两个阶段实施。在调查前期,笔者采用问卷调查的方式,了解到英语课堂上教师提问的现状；在调查后期,笔者采用问卷调查以及课堂观察的方式,探讨了教师提问对课堂沉默的影响,并根据教师提问记录表(详见附录Ⅲ),探究能有效消除或减少课堂沉默的提问方式。根据调查,笔者有以下发现：(1)当提问时,教师通常都有丰富的表情。当与学生交流时,教师通常面带微笑并与学生有眼神交流。然而教师的提问策略中也存在一些不足。例如：教师的提问数量较多；问题认知水平不当,提问的问题有时过难,有时过易；教师提问的对象不当,通常学优生比较受欢迎；等待时间不足；对学生回答的反馈不当,当学生给出错误答案后,教师有时会责备他们,也不会帮他们找到错误的原因。(2)教师提问对课堂沉默有很大影响。当教师的提问数量过多,问题的认知水平不当,教师提问的对象不当、对学生回答的反馈不当时,学生往往保持沉默。然而问题的等待时间是否足够对学生的表现并无太大影响。(3)铺垫性问题、思考性问题、提示性问题和等有效提问能提高学生参与课堂活动的热情,能有效打破课堂沉默。而过易、过难、表达不清等低效问题以及“对不对?”“是不是?”这样的无效问题则不能减少或消除课堂沉默现象。通过本次调查研究,笔者在英语教学方面也得到了一些启示。首先,问题要适量。其次,问题的层次要多方面。再次,应该给学生更多机会。最后,教师应当给予适当的反馈。然而本研究还存在很多不足之处,首先参与本研究的对象来自滨海县第一初级中学,这些学生具有良好的学习基础,对于其他学生而言本研究是否具有代表性还不能确定；其次调查对象的性别差异、年龄差异等也未予以考虑；此外,调查课型也仅为阅读课,对于其他课型尤其是像语法课这样任务较重、过程较闷的课型是否适用还不能确定。
[Abstract]:English classroom teaching requires a lot of language communication activities, and teacher's questioning is one of the most important ways to promote teacher-student communication. Good questioning can arouse interest and enhance students'enthusiasm for participation. However, in the current foreign language classroom teaching process in China, classroom silence is still quite serious. Students often choose silence in class, obviously. It is worth noting that classroom silence greatly affects the classroom communication between teachers and students and hinders the improvement of students'language proficiency. This study is based on input hypothesis, social interaction theory and discourse analysis theory to investigate the effect of teacher questioning on classroom silence in junior high school English classes. Questions: 1. What is the status quo of teachers'questioning strategies in English classroom? 2. Does teacher's questioning have an impact on classroom silence? If so, what is the impact? 3. What effective questioning can eliminate or reduce classroom silence? In the early stage of the investigation, the author used the method of questionnaire to find out the current situation of teachers'questioning in English class; in the later stage, the author used the method of questionnaire survey and classroom observation to explore the teachers' questioning in the classroom. According to the survey, the author has the following findings: (1) When asking questions, teachers usually have rich expressions. When communicating with students, teachers usually smile and make eye contact with students. There are also some shortcomings in the questioning strategies. For example, the number of teachers'questions is large; the cognitive level of the questions is improper; the questions are sometimes too difficult and sometimes too easy; the teachers' questions are improper and the students are usually popular; the waiting time is insufficient; the feedback to the students is inappropriate. When the students give the wrong answers, the teachers have some problems. Teachers'questions have a great influence on classroom silence. When the number of teachers' questions is too large, the cognitive level of the questions is inappropriate, the object of the teachers'questions is inappropriate, and the feedback to the students is inappropriate, the students tend to remain silent. However, whether the waiting time is enough for the students is enough. (3) Groundbreaking questions, thinking questions, prompting questions and other effective questions can enhance students'enthusiasm to participate in classroom activities and effectively break the silence in class. Through this research, the author also gets some enlightenment in English teaching. First, the problem should be moderate. Second, the level of the problem should be multi-faceted. Third, more opportunities should be given to students. Finally, teachers should give appropriate feedback. However, there are still many shortcomings in this study. First of all, the participants in this study on the right. For example, from Binhai No. 1 Junior High School, these students have a good learning foundation, and it is uncertain whether this study is representative for other students; secondly, the gender and age differences of the subjects are not taken into account; moreover, the survey class is only a reading class, especially for other classes, such as grammar class. It is not yet clear whether the sample task is heavier and whether the more boring course is applicable.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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