实习英语教师课堂提问研究

发布时间：2021-10-12 12:35

　　根据互动教学观,课堂教学不再是教师单向的知识输出和灌输,教学过程应该是师生之间双向的交流和互动的过程,而教师与学生之间的互动可以通过课堂提问得以体现。课堂提问不仅是一种教学方法,而且还是教师了解学生掌握知识情况的重要手段。对教师来说,课堂提问能够帮助教师及时考察学生的学习情况,吸引学生的注意力。对学生来说,课堂提问为他们提供了积极参与学习的机会,让他们能够训练自己的思维能力,表达看法。有效的课堂提问是提高教学质量的重要途径。具体到英语学科而言,课堂提问发挥着更大的作用。英语教师的课堂提问可以成为学生学习的可理解性输入,从而成为重要的学习资源。而且课堂提问也促使学生输出更多的可理解性语言,给予他们更多的机会锻炼口语。通过课堂提问,教师与学生之间的交流与互动得以实现,整个课堂也得以继续维持。正因为如此,课堂提问成为教学研究的重要课题。近年来,国内外越来越多学者对课堂提问进行研究。从理论方面来讲,研究主要包括提问的定义,功能,类型,原则,策略,候答时间和教师反馈等。从实践方面来讲,课堂提问的研究涉及不同的学段,如学前阶段,小学,中学以及大学等,同时也涉及不同学科,如语文,数学,英语,对外汉语... 

【文章来源】：华中师范大学湖北省 211工程院校 教育部直属院校

【文章页数】：58 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
摘要
Abstract
1. Introduction
    1.1 Research background
    1.2 Research significance
    1.3 Organization of the thesis
2. Literature Review
    2.1 Research on classroom questioning
        2.1.1 Definition of classroom questioning
        2.1.2 Functions of classroom' questioning
        2.1.3 Questioning types
        2.1.4 Questioning strategies
        2.1.5 The wait-time of classroom questioning
        2.1.6 Teachers' feedbacks
    2.2 Theoretical framework
        2.2.1 The Input Hypothesis
        2.2.2 The Output Hypothesis
        2.2.3 The Interactive Hypothesis
3. Research Design
    3.1 Research questions
    3.2 Research participants
    3.3 Research instruments
        3.3.1 Classroom observation
        3.3.2 Interview
    3.4 Research procedures
4. Research Results and Discussion
    4.1 The characteristics of student English teachers' classroom questioning
        4.1.1 Results on questioning quantity
        4.1.2 Results on questioning types
        4.1.3 Results on the ways questions answered
        4.1.4 Results on teachers' wait-time
        4.1.5 Results on questioning strategies
        4.1.6 Results on teachers' feedbacks
        4.1.7 Results on questioning language
    4.2 The problems of student English teachers' classroom questioning
        4.2.1 Problems on questioning types
        4.2.2 Problems on the ways questions answered
        4.2.3 Problems on wait-time
        4.2.4 Problems on student teachers' guiding skill
        4.2.5 Problems on teachers' feedbacks
        4.2.6 Problems on questioning language
    4.3 The reasons for the problems of student English teachers' classroomquestioning
        4.3.1 Student teachers' understanding towards questioning
        4.3.2 Student teachers' understanding towards their students
        4.3.3 Student teachers' preparations before class
        4.3.4 Student teachers' English professional ability
        4.3.5 Student teachers' lack of reflection after class
        4.3.6 Student teachers' lack of teaching experience
5. Effective ways to improve student English teachers' questioning
    5.1 Having a better understanding towards the theories of classroom questioning
    5.2 Having a better understanding towards students
    5.3 Asking more challenging questions
    5.4 Preparing classroom questions better before class
    5.5 Mastering questioning strategies better and improving guiding skills
    5.6 Allocating wait-time according to the difficulty level of the questions
    5.7 Encouraging students to volunteer to provide answers
    5.8 Giving more efficient feedbacks
    5.9 Reflecting regularly after class and accumulating teaching experience
    5.10 Improving student teachers' English professional ability
    5.11 Using questioning language cautiously
6. Conclusions
    6.1 Summary of findings
        6.1.1 Findings on the characteristics of student English teachers' classroomquestioning
        6.1.2 Findings on the problems of student teachers' classroom questioning
        6.1.3 Findings on the reasons of problems of student teachers' classroomquestioning
    6.2 Limitations of the research
Bibliography
Appendig


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期刊论文
[1]英语综合能力训练——二语习得输入与输出理论指导下的的教学实践[J]. 朱丽萍.  时代教育(教育教学). 2010(08)
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硕士论文
[1]英语实习教师课堂提问的反思研究[D]. 堵楠楠.南京师范大学 2011



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