高中英语新手教师和专家型教师课堂提问的支架功能对比研究
发布时间：2018-10-19 17:56
【摘要】：作为课堂话语的一个重要组成部分,在外语教学领域提问是教师用来组织课堂教学,创设互动情景,激发学生学习兴趣,检查学生的理解的一种最基本工具。因而,近几十年来教师提问已成为二语课堂的研究中心。然而,现有的对教师提问的研究主要集中在教师提问的问题类型,问题分配,以及提问后的等待时间这几个方面,很少有研究从从社会文化理论的角度探讨新手教师和专家型提问的支架作用。为了探讨教师问题该如何被用来指导学生的语言学习和激发更有效的课堂互动,以及探索新手教师和专家型教师在有效提问方面的不同之处,本研究在前人的研究基础上进行了实证性研究,并且采用课堂观察和访谈法,对比研究江西省某高中英语课堂新手教师和专家型教师在EFL课堂中提问的支架作用。本研究选取了四位老师以及他们的学生作为研究对象。作者记录并观察了共八节课,每位老师两节课,每节课45分钟。课堂录音被转录成文字后,作者根据Wood等人1976年对支架作用的分类标准对教师提问进行了编码。本文共研究了教师提问的三个方面并在新手教师和专家型教师之间进行了对比:提问类型,修改策略,以及教师提问的支架影响。通过对比研究,本文试图发现新手教师以及专家型教师的提问支架作用的异同,为教师自身的发展提供更深层次的建议。本研究解决下列三个研究问题:(1)在EFL课堂中,新手教师和专家型教师提问类型及修改策略的频率及分布是多少?(2)在EFL课堂中,教师如何利用问题来进行支架?(3)新手教师和专家型教师的课堂提问的支架作用有何异同?本研究结果如下:第一,根据数据统计,本研究发现课堂上教师使用的大部分问题仍然为展示型问题,然而,与以往的研究成果相比,参考性问题所占的比例有所提高。专家型教师有意的使用更多的参考性问题。第二,在所观察的教师提问中共总结了四种提问修改策略:重复,简化,追问和自我回答。其中教师采用最多的是追问,它能更有效地促进师生互动。其次是简化,也是教师经常使用的一种通过简化问题从而引起学生更多回答的策略。当教师发现学生难以回应或注意力不集中,教师倾向采用重复策略。第三,师生互动过程中,教师通过运用提问为学生解决问题和建构自己的语言知识搭建支架,使学生在课堂活动的参与更加动态。教师提问的支架作用主要表现在维持方向。教师们通常重复他们的问题,或者进一步问一些相关的问题来维持学生们朝着目标前进。其次是简化问题,当学生们无法理解问题或答对问题,教师通常通过简化问题来完成任务。紧跟其后的引起兴趣和标注关键特征,而示范和控制消极情绪这两个支架功能是教师较少使用的。第四,新手教师和专家型教师在提问的支架功能上有共同之处,当然也有差异。新手教师和专家型教师都将支架作用视为一个具有可行性的结构,并且遵循着一定的模式,如维持方向-简化任务这个模式。并且研究发现,并不是所有的支架功能都起着积极的作用。然而,新手教师对支架方式的掌握并不如专家型教师那样娴熟,新手教师更倾向于使用中文来重复问题,以此简化任务,这种支架并不利于学生的语言学习。研究还发现,大多数新手教师在课堂互动中,还是居于一个主导地位。我们可以根据研究结果得出一些针对外语教学方面的启示:1)教师应利用好提问修改策略来促使学生回答问题;2)教师教育过程中应强调他们在学习互动过程中的重要支架作用;3)新手教师要多向专家型教师学习,有效的使用问题的支架功能,避免在课堂中的主导地位。
[Abstract]:As an important part of classroom discourse, questions in the field of foreign language teaching are one of the most basic tools for teachers to organize classroom teaching, create interactive scenes, arouse students' interest in learning and examine students' understanding. Thus, the teacher's question has become the center of the two-language classroom in recent decades. However, the current research on teacher's question mainly focuses on the question type, question allocation and waiting time after questioning. In order to explore how the teacher's problems should be used to guide the students' language learning and stimulate more effective classroom interaction, and explore the differences between novice teachers and expert teachers in effective questioning, this study has carried out the study on the basis of previous studies. And by using classroom observation and interview method, a comparative study was made on the role of novice teachers and expert-type teachers in the EFL classroom. Four teachers and their students were selected as research subjects in the study. The author recorded and observed a total of eight classes, two classes per teacher, 45 minutes per class. After the classroom recording is transcribed into words, the author codes the teacher's questions according to the classification criteria of Wood et al. in 1976. In this paper, three aspects of teacher's questions were studied and compared between novice teachers and expert-type teachers: question types, modification strategies, and the influence of teachers' questions. Through the comparative study, this paper attempts to find the similarities and differences between novice teachers and expert-type teachers, and provide a deeper suggestion for teachers' own development. This study addresses the following three research questions: (1) How much is the frequency and distribution of question types and modification strategies for novice teachers and expert teachers in EFL classrooms? (2) How can teachers make use of problems in EFL classrooms? (3) What are the similarities and differences between novice teachers and expert-type teachers in classroom questioning? The results of this study are as follows: First, according to the data statistics, this study finds that most of the problems in the classroom are still display problems, however, the proportion of reference problems is improved compared with previous research results. Expert-type teachers are interested in using more reference questions. Secondly, four question-modifying strategies are summarized in the teachers' questions: repetition, simplification, inquiry and self-answer. Among them, teachers use the most questions, it can promote the interaction between teachers and students more effectively. The second is simplification, as well as a strategy that teachers often use to get more answers to students by simplifying the problem. Teachers tend to adopt repetitive strategies when teachers find students difficult to respond or focus. Thirdly, in the course of interaction between teachers and students, teachers solve problems and build their own language knowledge to build up their support through the use of questions, so that the students' participation in classroom activities is more dynamic. The support role of the teacher's question mainly appears in the maintenance direction. Teachers usually repeat their questions, or ask questions about questions to keep the students moving towards the goal. The second is to simplify the problem, and when students are unable to understand the problem or answer questions, the teacher usually completes the task by simplifying the problem. The two support functions of demonstrating and controlling negative emotions are less used by teachers following their subsequent interest and labeling key features. Fourth, the novice teacher and the expert type teacher have something in common in the question's bracket function, of course also have the difference. Both novice teachers and expert teachers treat the scaffold as a feasible structure and follow a certain pattern, such as maintaining orientation-simplifying the task. And the study found that not all of the scaffold functions were active. However, the mastery of the way of support by novice teachers is not as good as that of expert-type teachers, and the novice teachers tend to use Chinese to repeat the problem, so as to simplify the task, which is not conducive to the students' language learning. The study also found that most of the novice teachers were in a dominant position in the classroom interaction. We can draw some enlightenment on foreign language teaching according to the results of the research: 1) The teacher should make use of the question modification strategy to impel the students to answer the questions; 3) The novice teacher should learn more and effectively use the bracket function of the problem to avoid the dominant position in the classroom.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2281905
[Abstract]:As an important part of classroom discourse, questions in the field of foreign language teaching are one of the most basic tools for teachers to organize classroom teaching, create interactive scenes, arouse students' interest in learning and examine students' understanding. Thus, the teacher's question has become the center of the two-language classroom in recent decades. However, the current research on teacher's question mainly focuses on the question type, question allocation and waiting time after questioning. In order to explore how the teacher's problems should be used to guide the students' language learning and stimulate more effective classroom interaction, and explore the differences between novice teachers and expert teachers in effective questioning, this study has carried out the study on the basis of previous studies. And by using classroom observation and interview method, a comparative study was made on the role of novice teachers and expert-type teachers in the EFL classroom. Four teachers and their students were selected as research subjects in the study. The author recorded and observed a total of eight classes, two classes per teacher, 45 minutes per class. After the classroom recording is transcribed into words, the author codes the teacher's questions according to the classification criteria of Wood et al. in 1976. In this paper, three aspects of teacher's questions were studied and compared between novice teachers and expert-type teachers: question types, modification strategies, and the influence of teachers' questions. Through the comparative study, this paper attempts to find the similarities and differences between novice teachers and expert-type teachers, and provide a deeper suggestion for teachers' own development. This study addresses the following three research questions: (1) How much is the frequency and distribution of question types and modification strategies for novice teachers and expert teachers in EFL classrooms? (2) How can teachers make use of problems in EFL classrooms? (3) What are the similarities and differences between novice teachers and expert-type teachers in classroom questioning? The results of this study are as follows: First, according to the data statistics, this study finds that most of the problems in the classroom are still display problems, however, the proportion of reference problems is improved compared with previous research results. Expert-type teachers are interested in using more reference questions. Secondly, four question-modifying strategies are summarized in the teachers' questions: repetition, simplification, inquiry and self-answer. Among them, teachers use the most questions, it can promote the interaction between teachers and students more effectively. The second is simplification, as well as a strategy that teachers often use to get more answers to students by simplifying the problem. Teachers tend to adopt repetitive strategies when teachers find students difficult to respond or focus. Thirdly, in the course of interaction between teachers and students, teachers solve problems and build their own language knowledge to build up their support through the use of questions, so that the students' participation in classroom activities is more dynamic. The support role of the teacher's question mainly appears in the maintenance direction. Teachers usually repeat their questions, or ask questions about questions to keep the students moving towards the goal. The second is to simplify the problem, and when students are unable to understand the problem or answer questions, the teacher usually completes the task by simplifying the problem. The two support functions of demonstrating and controlling negative emotions are less used by teachers following their subsequent interest and labeling key features. Fourth, the novice teacher and the expert type teacher have something in common in the question's bracket function, of course also have the difference. Both novice teachers and expert teachers treat the scaffold as a feasible structure and follow a certain pattern, such as maintaining orientation-simplifying the task. And the study found that not all of the scaffold functions were active. However, the mastery of the way of support by novice teachers is not as good as that of expert-type teachers, and the novice teachers tend to use Chinese to repeat the problem, so as to simplify the task, which is not conducive to the students' language learning. The study also found that most of the novice teachers were in a dominant position in the classroom interaction. We can draw some enlightenment on foreign language teaching according to the results of the research: 1) The teacher should make use of the question modification strategy to impel the students to answer the questions; 3) The novice teacher should learn more and effectively use the bracket function of the problem to avoid the dominant position in the classroom.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
【参考文献】
相关期刊论文 前2条
1 赵妮莎;;基于“支架”视角的英语专业课堂中教师提问的探讨[J];外国语文;2012年05期
2 周星,周韵;大学英语课堂教师话语的调查与分析[J];外语教学与研究;2002年01期
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