基于互动理论的高中英语新手教师和专家型教师课堂提问的比较研究
发布时间：2024-12-22 08:04
课堂提问作为课堂教学的主要组成部分,是教师传授知识,师生进行互动的主要形式。近年来,许多研究者从不同角度对教师的课堂提问进行了研究,其中大部分是结合互动理论对教师课堂提问的各个环节进行研究,而忽视了与互动理论相结合的新手教师和专家型教师的课堂提问的比较研究。因此,本文在前人研究的基础上,试图基于互动理论来进一步研究高中英语新手教师和专家型教师在课堂提问中的异同。这对于英语教师,尤其是高中英语新手教师有一定的理论意义和参考价值,有助于他们改进课堂提问。笔者主要针对以下两个研究问题进行研究:1.高中英语新手教师和专家型教师在课堂提问方面有什么异同?2.基于互动理论,什么导致了高中英语新手教师和专家型教师课堂提问的不同?本文以沈阳市某高中高二年级共四名新手教师和专家型教师为研究对象,进行了为期两个月的研究,并进行了共八节录课。研究工具为课堂观察和访谈,最后,作者收集数据并进行分析。根据研究结果,笔者得出如下结论:1.在提问类型上,新手型英语教师的记忆型的问题较多,并且这些问题的认知水平都较低。2.在提问方式上,新手教师和专家型教师都喜欢集体回答的提问方式,新手教师更喜欢用点名回答作为提问方式。...
【文章页数】：94 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Purpose of the Study
1.4 Overall Structure of the Thesis
Chapter2 Literature Review
2.1 Interaction Theory
2.1.1 Definitions of Interaction
2.1.2 Contents of Interaction Theory
2.1.3 Classifications of Interaction
2.1.4 Models of Interaction
2.2 Classroom Questioning
2.2.1 Definitions of Classroom Questioning
2.2.2 Types of Classroom Questioning
2.2.3 Strategies of Classroom Questioning
2.2.4 Ways of Classroom Questioning
2.2.5 Wait-time of Classroom Questioning
2.3 Relationship between Interaction Theory and Classroom Questioning
2.4 Previous Studies on Classroom Questioning
2.4.1 Previous Studies Abroad
2.4.2 Previous Studies at Home
Chapter3 Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Observation
3.3.2 Stimulated Recalled Interview
3.4 Data Collection
3.5 Data Analysis
Chapter4 Results and Discussions
4.1 Results
4.1.1 Results of the Observation
4.1.2 Results of the Stimulated Recalled Interview
4.2 Discussion
4.2.1 Similarities and Differences between Novice and Expert Teachers in Classroom Questioning
4.2.2 Causes of the Differences between Novice and Expert Teachers in thePerspective of Interaction Theory
Chapter5 Conclusion
5.1 Major Findings of the Research
5.2 Pedagogical Implications
5.3 Limitations of the Research
5.4 Suggestions for Further Research
References
Appendix A
Appendix B
本文编号：4019699
【文章页数】：94 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Purpose of the Study
1.4 Overall Structure of the Thesis
Chapter2 Literature Review
2.1 Interaction Theory
2.1.1 Definitions of Interaction
2.1.2 Contents of Interaction Theory
2.1.3 Classifications of Interaction
2.1.4 Models of Interaction
2.2 Classroom Questioning
2.2.1 Definitions of Classroom Questioning
2.2.2 Types of Classroom Questioning
2.2.3 Strategies of Classroom Questioning
2.2.4 Ways of Classroom Questioning
2.2.5 Wait-time of Classroom Questioning
2.3 Relationship between Interaction Theory and Classroom Questioning
2.4 Previous Studies on Classroom Questioning
2.4.1 Previous Studies Abroad
2.4.2 Previous Studies at Home
Chapter3 Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Observation
3.3.2 Stimulated Recalled Interview
3.4 Data Collection
3.5 Data Analysis
Chapter4 Results and Discussions
4.1 Results
4.1.1 Results of the Observation
4.1.2 Results of the Stimulated Recalled Interview
4.2 Discussion
4.2.1 Similarities and Differences between Novice and Expert Teachers in Classroom Questioning
4.2.2 Causes of the Differences between Novice and Expert Teachers in thePerspective of Interaction Theory
Chapter5 Conclusion
5.1 Major Findings of the Research
5.2 Pedagogical Implications
5.3 Limitations of the Research
5.4 Suggestions for Further Research
References
Appendix A
Appendix B
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