英语专业综英课堂教学中学生提问的调查研究

发布时间：2018-03-10 10:54

本文选题：英语专业本科生　切入点：综合英语课堂　出处：《广西师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着知识经济时代的到来,学生自主探究和创新能力的培养已经成为素质教育的核心要求,而敢于质疑与提问是创新性人才的首要特质。学生提问是对思考后仍未解决的难题寻求答案的一种探究的方式,有利于发展学生灵活的思维能力,促进学生探究能力和独立解决问题能力的提升。因此,本文专门针对英语专业本科生展开调查研究,主要调查在综合英语课堂中学生提问的整体情况及其影响因素,以期为促进学生课堂提问提出一些有效的、可操作性的建议。本研究基于建构主义与互动假说理论,以问卷调查、访谈和课堂观察为研究手段,以广西师范大学英语专业的183名学生为研究对象。首先,采用的调查问卷是在司成勇博士和莫文庆的学生课堂提问调查问卷的基础上稍作修改而成,该问卷分为两个部分,第一部分是调查学生提问的总体情况,分为5个维度:学生的提问意识,提问态度,提问能力,提问类型与提问方式;第二部分是调查影响学生课堂提问的三大因素,分别是教材因素、学生因素和教师因素。再者,在访谈中,主要调查教师与学生对学生课堂提问的态度及影响学生提问的因素。最后,在课堂观察中,观察学生提问的总体情况及其影响因素,如提问的数量、类型、教师课堂行为等。总之,三种调查方法相辅相成,相互印证,共同解决本研究关注的两大问题:(1)在综合英语课堂中,英语专业本科生在课堂提问的总体情况如何?(2)在综合英语课堂中,影响英语专业本科生在课堂提问的因素有哪些?研究结果表明,在综合英语课堂中:(1)学生课堂提问的情况整体而言不佳,虽大部分学生肯定自主提问的意义,但仍存在提问意识淡薄、提问行为少,提问能力不足,提问类型单一,偏向于长难句理解等问题,并乐于在小组合作的方式中提出问题。(2)影响学生提问的因素多样,主要与以下三大因素呈中等正相关:教材内容(如话题、趣味性、难度、生活性)、学生因素(如学习习惯,学习成绩)、教师因素(如教学态度、教学方法、教学反馈)。基于以上研究结果,为了促进学生课堂提问,本文针对教师与学生提出了建议。于教师:科学地选择与应用教材;积极对学生进行正面评价;丰富教学方法,重视学生的合作学习;创造良好的课堂提问氛围和设立课堂提问环节。于学生:更新学习观念;培养良好的预习习惯;提高自身的提问能力。但由于调查时间限制与个人能力问题,本研究调查结果的代表性需进一步提高,希望后续的研究能扩大调查对象,延长调查时间,可以结合多种调查方法来开展研究,特别是行动研究。
[Abstract]:With the arrival of the era of knowledge economy, the cultivation of students' independent inquiry and innovation ability has become the core requirement of quality education. The first characteristic of creative talents is to dare to question and ask questions. Students' questioning is a way to find answers to difficult problems that are still unsolved after thinking, which is conducive to the development of students' flexible thinking ability. Therefore, this paper focuses on the investigation and research on the students' inquiry ability and independent problem-solving ability, which focuses on the overall situation and the influencing factors of the middle school students' questioning in the comprehensive English classroom. This study is based on the theory of constructivism and interaction hypothesis, using questionnaires, interviews and classroom observation as the research means. First of all, the questionnaire is based on the questionnaires of Dr. Si Chengyong and Mo Wenqing. The questionnaire is divided into two parts. The first part is to investigate the general situation of students' questioning, which is divided into five dimensions: students' questioning consciousness, attitude, ability, types and ways of questioning; the second part is the investigation of three major factors that affect students' questioning in class. They are textbook factors, student factors and teacher factors. Furthermore, in the interviews, the attitudes of teachers and students to classroom questions and the factors that affect students' questioning are mainly investigated. Finally, in the classroom observation, Observe the general situation of students' questioning and its influencing factors, such as the number, type, teachers' classroom behavior, etc. In a word, the three investigation methods complement each other and confirm each other. How about the overall situation of English majors in the classroom? 2) what are the factors that affect the English majors' questioning in the comprehensive English classroom? The results show that the overall situation of students' questioning is not good in the comprehensive English classroom. Although most of the students are sure of the significance of self-questioning, there is still a weak awareness of questioning, less questioning behavior and insufficient ability to ask questions. The single type of questions, the tendency to understand long difficult sentences, and the willingness to ask questions in the group cooperation mode have a variety of factors affecting the students' questions, which are mainly positively related to the following three factors: the content of the textbook (such as topic, interesting, interesting), and the following three factors: the content of the textbook, such as topic, interest, interest, and so on. Difficulty, living life, student factors (such as study habits, academic achievement, teacher factors such as teaching attitude, teaching methods, teaching feedback). Based on the above results, in order to promote students to ask questions in class, This paper puts forward some suggestions for teachers and students. Teachers: choosing and applying teaching materials scientifically; positively evaluating students; enriching teaching methods and attaching importance to students' cooperative learning; To create a good classroom questioning atmosphere and set up classroom questioning links. For students: to update their learning concepts; to develop good preview habits; to improve their own questioning ability. But due to time constraints and personal ability problems, The representativeness of the results of this study needs to be further improved. It is hoped that the following research can expand the investigation object, prolong the investigation time, and combine various investigation methods to carry out the research, especially the action research.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

【参考文献】