英语专业听说课堂中外教师课堂提问对比研究

发布时间：2018-01-08 02:32

本文关键词：英语专业听说课堂中外教师课堂提问对比研究　出处：《河北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：课堂提问是是课堂互动的基础,也是课堂交流的主要方式之一,因此,教师需要掌握这一重要教学技巧。课堂提问为学生提供了表达自我和交换意见的机会。它能激发学生的语言输出,培养他们的思考能力和交际能力。通过提问,教师可以检测学生的知识掌握情况,帮助学生形成自己的观点。本研究旨在比较英语专业听说课中外教师课堂提问的异同点,探求学生和教师认为促进听说能力的提问方式。比较后,在优势互补的基础上,寻找更好的提问技巧和更有助于学生学习的提问方式,以期提高教师的教学能力。本研究的研究对象是英语听说课的138名学生和4位教师——2位外教和2位中教。本研究总共观察了16节听说课。本研究将课堂提问分为6个方面:问题数量和类型、候答时间、提问分布、征求答案的方式、提问变换技巧和教师反馈。通过课堂观察、对学生生进行问卷调查和师生访谈,本研究得出了以下结论:第一,中外教既有相同之处又有不同之处。外教的提问数量多于中教;外教提供的候答时间要长于中教;中外教都尽力给所有学生回答问题的机会,最常用的提问方式是点名;中外教均运用多种问题变换的技巧;中外教均倾向于提供给学生更多的积极反馈。对待错误时,外教更注重发音错误而忽略语法错误,中教更注重词汇和语法错误。第二,引起这些不同的主要原因是中外教不同的语言背景、知识背景、教育原则和社会环境。第三,学生和教师均对课堂提问持积极态度,较为一致。基于本研究的发现,本文针对课堂提问提出了一些教学建议。中外教各有优势,应该经常交流,优势互补,提高教学技能。首先,教师应注重问题的分类研究,以便达到更好的教学效果。其次,教师应该让所有学生都参与到课堂问答活动中,再次,教师应该掌握多种提问技巧,鼓励更多的学生在课堂上表达观点。最后,教师应结合积极反馈和消极反馈,在二者之间寻找平衡。
[Abstract]:Classroom questioning is not only the basis of classroom interaction, but also one of the main ways of classroom communication. Teachers need to master this important teaching skill. Classroom questioning provides students with the opportunity to express themselves and exchange opinions. It can stimulate students' language output and cultivate their thinking and communication abilities. The purpose of this study is to compare the similarities and differences between Chinese and foreign teachers in English listening and speaking classes. Explore the students and teachers think to promote listening and speaking ability of questioning. Compared with each other, on the basis of complementary advantages, to find better questioning skills and more conducive to the learning of students to ask questions. The subjects of this study are 138 students and 4 teachers in English listening and speaking classes: 2 foreign teachers and 2 middle school teachers. In this study, 16 listening and speaking classes were observed. The church questions are divided into six aspects:. Number and type of problem. Waiting time, the distribution of questions, the way to ask for answers, the skills of asking questions and teachers' feedback. Through classroom observation, questionnaire survey and interviews between students and teachers, this study draws the following conclusions: first. Chinese and foreign teachers have both similarities and differences. Foreign teachers ask more questions than Chinese teachers. The waiting time provided by foreign teachers is longer than that provided by Chinese teachers. Chinese and foreign teachers try to give all students the opportunity to answer questions, the most common way to ask questions is roll call; Both Chinese and foreign teachers use the skills of changing various problems; Chinese and foreign teachers tend to provide more positive feedback to students. When dealing with mistakes, foreign teachers pay more attention to pronunciation errors than to grammatical errors, and Chinese teachers pay more attention to vocabulary and grammar errors. The main reasons for these differences are different language background, knowledge background, educational principle and social environment. Thirdly, students and teachers have a positive attitude towards classroom questioning. More consistent. Based on the findings of this study, this paper puts forward some teaching suggestions for classroom questioning. Chinese and foreign teachers have their own advantages, they should communicate frequently, complement each other, and improve teaching skills. First of all. Teachers should pay attention to the classification of questions in order to achieve better teaching results. Secondly, teachers should let all students participate in the classroom Q & A activities. Thirdly, teachers should master a variety of questioning skills. More students are encouraged to express their views in class. Finally, teachers should combine positive and negative feedback to find a balance between the two.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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