初中英语阅读课堂中新手型与经验型教师提问的比较研究
发布时间：2024-04-09 19:13
课堂提问作为课堂话语的重要组成部分,是师生之间建立良好互动,提高教学效果的重要手段。阅读课堂提问是指教师为了检查和引导学生阅读理解而有目的地提出的问题,从而鼓励和引导学生积极参与阅读课堂活动。优化课堂提问,可以更好地提升学生在英语阅读课堂中的学习兴趣,提高课堂教学效果。迄今为止,国内外学者对于课堂提问的研究均取得了一定的成果,但是在学科针对性和比较研究方面还有所不足。因此本文对初中新手型和经验型英语教师阅读课堂提问进行比较研究有着理论和实践的双重意义。本研究主要以两名初三年级的英语教师为主要研究对象,新手型教师和经验型教师各一名,并对二者的阅读课堂教学进行了观察和记录。本研究的主要研究问题可以被概括为:在初中英语阅读课堂中,新手型和经验型教师在提问类型、提问后的等待时间、提问策略以及叫答方式四个方面各有什么异同点?研究结果发现,在提问类型方面,初中新手型英语教师的提问类型分布不均,多以展示型问题为主,评价型及创造型的提问很少,特别是创造型问题,在部分阅读课堂上没有出现。且新手型教师提问的认知层次低于经验型教师,在新手型教师的阅读课堂上,有超过半数的提问都属于简单的记忆型问题;新手型教师...
【文章页数】：78 页
【学位级别】：硕士
【文章目录】：
Acknowledgement
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Significance of the Study
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Related Theoretical Studies on Teacher Questioning
2.1.1 Definitions of Teacher Questioning
2.1.2 Classifications of Teacher Questioning
2.1.3 Functions of Teacher Questioning
2.1.4 Wait Time of Teacher Questioning
2.1.5 Ways of Answering Teacher Questioning
2.1.6 Teacher Questioning Strategies
2.2 Theoretical Basis
2.2.1 Revised Cognitive Domain of Bloom’s Taxonomy
2.2.2 Constructivism Theory
2.2.3 Effective Teacher Questioning Principles
2.2.4 Novice Teachers and Experienced Teachers
2.3 Related Empirical Studies on Teacher Questioning Abroad and at Home
2.3.1 Related Empirical Studies on Teacher Questioning Abroad
2.3.2 Related Empirical Studies on Teacher Questioning at Home
Chapter Three Research Design
3.1 Research Questions
3.2 Research Participants
3.3 Research Instruments
3.4 Research Procedures
3.4.1 Data Collection Procedures
3.4.2 Data Analysis Procedures
Chapter Four Results and Discussion
4.1 Similarities and Differences between the Novice and Experienced Teacher in the Classifications of Teacher Questioning
4.1.1 The Classification Based on the Revised Cognitive Domain of Bloom’s Taxonomy
4.1.2 The Classification Based on Display and Referential Questions
4.2 Similarities and Differences between the Novice and Experienced Teacher in the Wait Time of Teacher Questioning
4.3 Similarities and Differences between the Novice and Experienced Teacher in the Ways of Answering Teacher Questioning
4.4 Similarities and Differences between the Novice and Experienced Teacher in Teacher Questioning Strategies
Chapter Five Conclusion
5.1 Major Findings of the Study
5.2 Implication of Teacher Questioning in Junior High School English Reading Classrooms
5.3 Limitations of the Study
References
Appendix(One) Classroom Observation of the Classification of Teacher Questioning(1)
Appendix(Two) Classroom Observation of the Classifications of Teacher Questioning(2)
Appendix(Three) Wait Time
Appendix(Four) Teacher Questioning Strategies
Appendix(Five) The Ways of Answering Teacher Questioning
Appendix(Six) Parts of Transcription of the Recording
About the Author
本文编号：3949522
【文章页数】：78 页
【学位级别】：硕士
【文章目录】：
Acknowledgement
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Significance of the Study
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Related Theoretical Studies on Teacher Questioning
2.1.1 Definitions of Teacher Questioning
2.1.2 Classifications of Teacher Questioning
2.1.3 Functions of Teacher Questioning
2.1.4 Wait Time of Teacher Questioning
2.1.5 Ways of Answering Teacher Questioning
2.1.6 Teacher Questioning Strategies
2.2 Theoretical Basis
2.2.1 Revised Cognitive Domain of Bloom’s Taxonomy
2.2.2 Constructivism Theory
2.2.3 Effective Teacher Questioning Principles
2.2.4 Novice Teachers and Experienced Teachers
2.3 Related Empirical Studies on Teacher Questioning Abroad and at Home
2.3.1 Related Empirical Studies on Teacher Questioning Abroad
2.3.2 Related Empirical Studies on Teacher Questioning at Home
Chapter Three Research Design
3.1 Research Questions
3.2 Research Participants
3.3 Research Instruments
3.4 Research Procedures
3.4.1 Data Collection Procedures
3.4.2 Data Analysis Procedures
Chapter Four Results and Discussion
4.1 Similarities and Differences between the Novice and Experienced Teacher in the Classifications of Teacher Questioning
4.1.1 The Classification Based on the Revised Cognitive Domain of Bloom’s Taxonomy
4.1.2 The Classification Based on Display and Referential Questions
4.2 Similarities and Differences between the Novice and Experienced Teacher in the Wait Time of Teacher Questioning
4.3 Similarities and Differences between the Novice and Experienced Teacher in the Ways of Answering Teacher Questioning
4.4 Similarities and Differences between the Novice and Experienced Teacher in Teacher Questioning Strategies
Chapter Five Conclusion
5.1 Major Findings of the Study
5.2 Implication of Teacher Questioning in Junior High School English Reading Classrooms
5.3 Limitations of the Study
References
Appendix(One) Classroom Observation of the Classification of Teacher Questioning(1)
Appendix(Two) Classroom Observation of the Classifications of Teacher Questioning(2)
Appendix(Three) Wait Time
Appendix(Four) Teacher Questioning Strategies
Appendix(Five) The Ways of Answering Teacher Questioning
Appendix(Six) Parts of Transcription of the Recording
About the Author
本文编号：3949522
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