高中英语阅读课堂教师提问的调查研究

发布时间：2018-04-16 14:02

本文选题：高中英语 + 阅读课　；参考：《华东师范大学》2017年硕士论文

【摘要】：在高中英语课程中,阅读教学占有重要的地位,而教师提问是阅读教学的常用教学手段,教师提问的质量会影响到阅读教学的质量,也会影响到师生之间的互动。高质量的教师提问可以激发学生主动参与课堂,帮助学生更好地理解阅读文本,提升学生的阅读思维能力和解决问题的能力。因此开展对高中英语阅读课堂教师提问的调查研究,可以帮助了解阅读课堂中教师提问的现状和问题,对于提高高中英语阅读课的质量和效果是非常重要和必要的。本研究采用课堂观察、教师访谈和学生问卷等研究方法,对四位高中英语教师的阅读课进行课堂调查与分析。通过课堂观察研究教师提问后的等待时间、问题形式和问题类型、问题的作答方式、提问的策略、学生回答问题后,教师的反馈等等问题,并辅之以教师访谈和学生问卷调查,以了解教师对提问的认知和需求以及学生的期望。研究结果表明,高中英语阅读课堂中,教师提问后留给学生的等待时间太短、展示性问题远远多于参考性问题、学生主动回答问题的情况较少、重复和转指策略使用太多、教师对于学生问题回答后的反馈不当等等。通过本研究,希望能找到更多改进高中英语阅读课堂教师提问的有效措施,提高教师提问的质量,促进教师的专业发展。
[Abstract]:The teaching of reading plays an important role in senior high school English courses, and teachers' questioning is a common teaching method in reading teaching. The quality of teachers' questions will affect the quality of reading teaching as well as the interaction between teachers and students.High quality teacher questioning can stimulate students to participate in class actively, help students to better understand the reading text, improve students' reading thinking ability and problem-solving ability.Therefore, it is very important and necessary to carry out the investigation and research on the teachers' questioning in senior high school English reading class, which can help us to understand the present situation and problems of the teachers' questioning in the reading class, and it is very important and necessary to improve the quality and effect of the English reading class in senior high school.In this study, classroom observation, teacher interview and student questionnaire were used to investigate and analyze the reading class of four senior English teachers.Through classroom observation, the author studies the waiting time, the form and type of the question, the way of answering the question, the strategy of the question, the feedback of the teacher after the students answer the question, and the interview of the teacher and the questionnaire survey.To understand the teacher's understanding of the question and needs, as well as the expectations of students.The results show that in high school English reading class, teachers leave students too short time to wait after asking questions, and display questions are far more than reference questions. Students take the initiative to answer the questions and use too many repetition and transfer strategies.The teacher's feedback on the student's question is improper and so on.Through this study, we hope to find more effective measures to improve teachers' questioning, improve the quality of teachers' questioning and promote teachers' professional development.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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