高中英语阅读课堂教师提问类型与学生口语输出的研究

发布时间：2018-04-16 22:09

本文选题：高中英语阅读课堂 + Bloom六级问题类型　；参考：《闽南师范大学》2017年硕士论文

【摘要】：提问不仅是有效教学的重要组成部分,还是课堂教学中使用最为频繁的教学技能之一,课堂教学的质量直接受到提问好坏的影响。一个教师提问水平的高低除了与提问技术有关之外,更与所提问的问题类型有关。通过了解高中英语阅读课堂中教师对Bloom六级问题类型的使用情况以及学生口语输出情况,可以使教师明白学生最真实的课堂表达情况,从而对今后阅读课堂提问的问题类型设计和运用做出相应调整。笔者以基于Bloom认知领域教育目标的六级问题分类体系为基础,选取了台州市某中学高一年段的4位教师及其执教班级学生为研究对象,采用真实的课堂录音、问卷调查和教师访谈等研究方法主要探讨以下三个问题:(1)高中英语阅读课堂中教师对Bloom六级问题类型的使用情况?(2)对于教师的课堂提问学生口语输出数量和质量总体情况如何?(3)对于Bloom六级问题类型学生口语输出数量和质量情况如何?通过定量和定性分析,研究得出如下结论:(1)高中英语阅读课堂中,理解性问题使用频率与所占比例最高,其次是知识性问题。分析性问题、综合性问题、应用性问题和评价性问题的排名为三到六位并且使用频率与所占比例都较低。(2)高中英语阅读课堂中对于教师的提问学生口语输出数量和质量总体都较低,学生回答所用词语较少、句子较短,口语输出形式主要是不完全句(单词或短语)和简单句。(3)对六级不同问题类型学生口语输出数量和质量方面存在显著差异,知识性问题、理解性问题和应用性问题引导的学生口语输出数量和质量明显低于分析性问题和综合性问题(教师没有提问评价性问题)引导的学生口语输出数量和质量。文章的最后,笔者总结了本次研究的发现和建议,同时指出了本次研究的局限性,提出了对未来研究的展望。
[Abstract]:Questioning is not only an important part of effective teaching, but also one of the most frequently used teaching skills in classroom teaching. The quality of classroom teaching is directly affected by the quality of questioning.The level of a teacher's question is related to the type of question.By understanding the teachers' use of CET-6 problem types and the students' spoken language output in senior high school English reading class, teachers can understand the students' truest expressions in the classroom.Therefore, the design and application of questions in reading class will be adjusted accordingly.Based on the six-level problem classification system based on the goal of Bloom cognitive field education, the author selects four teachers and their teaching class students from a middle school in Taizhou as the research object, and adopts real classroom recording.The research methods of questionnaire and teacher interview are as follows: 1) the teachers' use of CET-6 question types in senior English reading class 2) the quantity and quality of students' oral English output for teachers' classroom questioning.What is the overall situation? (3) how about the quantity and quality of spoken language output for students of CET-6 problem type of Bloom?Through quantitative and qualitative analysis, the study draws the following conclusion: 1) in senior high school English reading class, the use of comprehension questions is the highest, followed by the knowledge problem.Analytical problems, comprehensive problems,Application questions and evaluative questions rank between three and six, and the frequency and proportion of use are low. 2) in senior high school English reading class, the students' oral output is lower in terms of both quantity and quality.The students responded with fewer words and shorter sentences. The main forms of oral output were incomplete sentences (words or phrases) and simple sentences. There were significant differences in the quantity and quality of oral English output among students of different types of questions.The quantity and quality of students' oral output guided by comprehension questions and applied questions are obviously lower than those guided by analytical questions and comprehensive questions (teachers do not ask questions and evaluate questions).Finally, the author summarizes the findings and suggestions of this study, points out the limitations of this study, and puts forward the prospects for future research.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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