高中英语课堂教师提问现状调查与研究

发布时间：2018-02-10 15:40

本文关键词： 教师课堂提问提问策略等待时间　出处：《延安大学》2017年硕士论文　论文类型：学位论文

【摘要】：新课改实施以来,我国的教育目标有了巨大的变化,逐渐从以往只关注学生成绩的“应试教育”慢慢转变为关注学生全面发展的“素质教育”。本研究对延安市实验中学高中英语教师课堂提问现状进行研究,力求更好地找到提高学生英语综合能力的途径,更好地推动新课程改革的发展。本文通过对国内外有关已有研究成果的整理分析,结合当地教育现状,通过对延安市实验中学的200名学生和20名教师进行问卷调查,对其中三名教师进行课堂观察,然后对调查结果从课堂提问类型、课堂提问方式和对象、课堂提问策略、等待时间、评价与反馈五个方面进行总结概括,从研究数据中得出提问现状存在的不足并提出相应优化对策。试图对高中英语课堂提问现状有一个更深入的了解,从而在今后的教学工作中能真正落实以“学生为主体”的素质教育理念。通过本研究发现:(1)课堂提问类型比较单一。课堂提问的展示性问题与参考性问题比例失衡,教师的课堂问题类型主要集中于展示性问题上。(2)课堂提问方式和对象比较固定。提问方式多集中于让全班集体回答和点名回答,提问对象面向全班较多。(3)教师运用的课堂提问策略比较少。课堂提问策略不够适宜,多为提示或者减慢语气给予暗示。(4)课堂提问的等待时间普遍过短,平均时间为2.9秒。(5)课堂提问的反馈和评价不够丰富具体。最后本研究针对目前高中英语课堂提问现状中存在的不足提出一些建议,以供高中英语教学参考。
[Abstract]:Since the implementation of the new curriculum reform, the educational objectives of our country have undergone tremendous changes. From "exam-oriented education", which only focuses on students' achievement, to "quality-oriented education", which focuses on students' overall development, the present study studies the present situation of classroom questioning of senior high school English teachers in Yanan Experimental Middle School. This paper tries to find a better way to improve students' English comprehensive ability and promote the development of new curriculum reform. Through the questionnaire survey of 200 students and 20 teachers in Yan'an Experimental Middle School, three of them were observed in class, and then the results were analyzed from the types of classroom questions, the methods and objects of classroom questioning, and the strategies of classroom questioning. In this paper, five aspects of waiting time, evaluation and feedback are summarized, and the shortcomings of the status quo of questioning are drawn from the research data and the corresponding optimization countermeasures are put forward. This paper attempts to have a deeper understanding of the present situation of questioning in senior high school English classes. Therefore, the concept of "student-centered" quality education can be truly implemented in the future teaching work. Through this study, it is found that the types of classroom questioning are relatively single, and the proportion of demonstration questions and referential questions in classroom questioning is out of balance. The types of classroom questions of teachers are mainly focused on the demonstration questions. (2) the methods and objects of classroom questions are relatively fixed. The ways of asking questions are mainly focused on asking the whole class to answer the questions and answering names by name. The classroom questioning strategy is not suitable enough, and the waiting time is generally too short for the teacher to give the hint or the tone of slowing down the tone of the question to give the suggestion. 4) the teacher uses less questions in the classroom than the teacher, and the question strategy is not suitable enough, and the waiting time for the teacher to ask the question is generally too short. The average time is 2.9 seconds. 5) the feedback and evaluation of classroom questions are not rich and concrete. Finally, this study puts forward some suggestions for senior high school English teaching.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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