小学英语课堂中教师提问观念与行为关系研究

发布时间：2018-05-03 11:34

本文选题：教师提问观念 + 教学行为　；参考：《四川师范大学》2017年硕士论文

【摘要】：课堂提问是英语课堂中教师与学生之间相互交流的桥梁,是语言输入的重要保障。目前,许多学者从课堂提问的诸多方面进行研究,例如课堂提问类型,课堂提问功能,教师提问的策略,教师等待学生回答问题的时间以及课堂上学生和老师对课堂提问的反馈等等。在国内外的研究中,许多研究学者只是关注于课堂提问行为,而忽略教师课堂提问行为与提问观念之间的关系。本篇文章主要探究小学英语课堂中教师提问观念与行为之间的关系。文章的主要研究目的在于解决:(1)小学英语课堂中教师提问的类型有哪些;(2)小学英语教师课堂提问的观念;(3)小学英语课堂中教师提问观念与行为之间的关系。本文选取了哈尔滨市一所公立小学的5位四年级的英语教师作为研究对象,并对他们的英语课堂教学进行了探究分析。本文通过课堂观察的方法收集了5位教师在英语课堂中使用的提问类型,运用问卷调查的方式从优质提问的3个特点:教师提问的目的、关注的内容和认知水平收集他们对课堂提问的观念。此外,作者还通过访谈的方式进一步了解他们在英语课堂上关于提问观念与实际教学的运用情况。结果表明,5位英语教师在课堂上使用记忆性、理解性和运用性的提问类型较多,而分析性、评价性和创造性的问题相对较少。他们都能够以提高学生的英语学习兴趣为出发点,以课程标准为基础设计课堂问题。但是,在实际教学中他们的课堂提问观念与课堂行为之间存在差异性,主要表现在问题关注的内容上和所考察学生的认知水平上。根据上述结论,本研究也提出了一些建议,小学英语教师在课堂上应培养学生高阶思维能力,遵循小学生的思维认知特点,合理地使用各种提问类型。教师应转变对课堂提问固有的观念,提高教师提问技能,从而促进学生核心素养的发展。本篇文章的主要研究价值在于:(1)反思教师在课堂提问教学过程中观念与行为之间的差异;(2)提升小学英语教师课堂提问的关注度;(3)提高教师的课堂提问技能,从而提高小学英语课堂质量等。
[Abstract]:Classroom questioning is a bridge of communication between teachers and students and an important guarantee of language input. At present, many scholars have carried on the research from many aspects of classroom questioning, such as the type of classroom questioning, the function of classroom questioning, the strategies of teachers' questioning, Waiting time for students to answer questions and feedback from students and teachers on classroom questions, etc. In the research at home and abroad, many researchers only pay attention to classroom questioning behavior, but ignore the relationship between teachers' questioning behavior and questioning concept. This paper explores the relationship between teachers' questioning concept and behavior in primary English classroom. The main purpose of this paper is to solve the problem of the relationship between teachers' questioning and behavior in primary English classroom. This paper selects five English teachers of grade four from a public primary school in Harbin as the research object and makes an inquiry and analysis of their English classroom teaching. Through classroom observation, this paper collects the types of questions used by five teachers in English classroom, and makes use of the questionnaire survey to analyze the three characteristics of high quality questions: the purpose of teachers' questioning. Focus on content and cognitive level to collect their ideas about classroom questions. In addition, the author also through interviews to further understand their English classroom about the concept of questioning and the actual application of teaching. The results show that five English teachers use memory, comprehension and application to ask more questions in class, while the analytical, evaluative and creative questions are relatively few. They are able to design classroom questions on the basis of curriculum standards based on improving students' interest in English learning. However, in practical teaching, there are differences between their classroom questioning concepts and classroom behaviors, mainly in the content of the problem concerned and the cognitive level of the students investigated. According to the above conclusions, this study also puts forward some suggestions that primary school English teachers should cultivate students' higher thinking ability in class, follow the cognitive characteristics of pupils' thinking, and use various types of questions reasonably. Teachers should change the inherent concept of classroom questioning and improve teachers' questioning skills so as to promote the development of students' core literacy. The main research value of this paper is: (1) to reflect on the differences between teachers' ideas and behaviors in classroom questioning teaching; (2) to raise the attention of primary school English teachers in classroom questioning; (3) to improve teachers' classroom questioning skills. So as to improve the quality of primary English classes.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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