高中英语熟手型和新手型教师提问类型对比研究

发布时间：2018-05-16 11:45

本文选题：熟手型教师 + 新手型教师　；参考：《伊犁师范学院》2017年硕士论文

【摘要】：提问是教学语言中最重要的部分,是启发学生思维的主要方式。因此,英语教师的课堂提问有利于学生的二语习得。与国外相比,我国对课堂提问的实证研究相对较少。所以,此研究试图从五个角度对比提问类型的频次,主要回答:高中英语教师的课堂提问类型是什么;高中英语熟手型教师和新手型教师在课堂提问类型频次的异同点。本研究采用录音笔对课堂录音,并将课堂提问部分转写成文本形式,然后根据研究综述,从5个分类角度将收集到的问题分类整理,找出英语课堂中提问类型。在皮亚杰的认知理论,维果斯基的认知发展理论和义务教育高中英语课程标准的基本理念指导下,分析熟手型教师和新手型的不同类型问题频次的异同点。研究对象是枣庄八中四位高二英语教师,其中两位是熟手型教师,另外两位是新手型教师。研究结果采用人工方式将音频转写成文本形式,借助表格对四位教师提问类型的频次(次/节)进行统计。研究结果如下:四位教师课堂中的提问类型主要有15种;熟手型教师和新手型教师的这15种类型的问题频率异同点如下:1熟手型教师的深层问题要多于新手型教师的深层问题,熟手型教师的两种类型问题分配较合理。2熟手型教师的引导性问题和启发性问题远远多于新手型教师的。新手型教师的导向性问题高于熟手型教师的。总体上来看,熟手型教师的三类问题分配的较合理。3熟手型教师的课堂提问中只有“是或否”问题和“wh”问题.新手型教师为了更好的管理课堂,使用“是或否”问题,“wh”问题和翻译问题。4熟手型教师使用的分析、综合和评价问题高于新手型教师,新手型教师主要是以知识性问题为主。总体来看,熟手型教师能够合理使用分析性问题,综合性问题和评价性问题,而新手型教师主要关注知识性问题。5熟手型教师和新手型教师喜欢以个体提问为主,并适当结合全体问题。但是熟手型教师在使用个体问题时,出现对某些学生提问过于集中的现象。依据研究结果,对新手型教师提出了以下建议:1浅层问题与深层问题相结合;2多运用引导性问题和启发性问题;多运用“wh”问题并适度使用“是或否”问题和翻译问题;4多运用分析性问题和评价性问题;5多注意运用个别提问时面向全体学生。希望此研究可以为探究提问的一般趋势做出补充并帮助高中新手型英语教师发现自己的不足之处,提高课堂效率及自身的职业发展。
[Abstract]:Questioning is the most important part of the teaching language, and it is the main way to enlighten students' thinking. Therefore, English teachers' classroom questioning is beneficial to students' two language acquisition. Compared with foreign countries, there are relatively few empirical studies on classroom questioning. Therefore, this study tries to compare the frequency of question types from five angles, the main answer is: high school and English What is the type of teacher's questioning in the classroom; the similarities and differences between the high school English proficient teachers and the novice teachers in the class question type. This study uses the recording pen to record the classroom, and turns the question part into the text form. Then according to the research summary, the problems are sorted and sorted out from the 5 points of view to find out the English. Under the guidance of Piaget's cognitive theory, the cognitive development theory of vivielsky and the basic concept of the compulsory high school English curriculum standard, this paper analyzes the similarities and differences of the frequency of different types of familiar hand teachers and novice types. The research object is four senior two English teachers in the eighth middle school of Zaozhuang, of which two are familiar. Teachers, the other two are novice teachers. The results are manually translated into text form, and the frequency of questions (times / sections) of four teachers is counted with the help of tables. The results are as follows: there are 15 types of questions in the four teachers' classes; the 15 types of problems of hand and novice teachers The frequency similarities and differences are as follows: 1 the deep problems of the proficient teachers should be more than the deep problems of the novice teachers. The two types of proficient teachers are more reasonable and more reasonable than the novice teachers. The guidance of the novice teachers is far more than that of the novice teachers. The guidance of the novice teachers is higher than that of the familiar.2 teachers. There is only a question of "yes or no" and "wh" in the classroom questions of the more rational.3 teachers of familiar hand type teachers. In order to better manage the classroom, the novice teachers use the "yes or no" problem, the "wh" problem and the translation problem.4 proficient teachers' analysis, and the comprehensive and evaluation problems are higher than the novice. Teachers, novice teachers are mainly knowledge-based problems. In general, proficient teachers can use analytical problems, comprehensive and evaluative problems, while novice teachers are mainly concerned with knowledge problems,.5 proficient teachers and novice teachers like to ask questions mainly in body, and properly combine all problems. In the use of individual problems, proficient teachers appear to be too concentrated on some students' questions. According to the results of the study, the following suggestions are made to the novice teachers: 1 the combination of the shallow and deep problems; more than 2 the use of guiding and enlightening questions; the use of "wh" and the moderate use of "yes or no" problems and Translation Problems; more than 4 use analytical and evaluative questions; more than 5 pay attention to the use of individual questions to all students. Hope this study can supplement the general trend of inquiry questions and help the new senior middle school English teachers find their own shortcomings, improve the efficiency of the class and their career development.

【学位授予单位】：伊犁师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】