高中英语教师课堂提问个案研究
发布时间：2018-08-25 18:26
【摘要】：我国新课程改革要求英语教师在课堂教学中要以学生为主体,以学生发展为本。提问是教学的重要组成部分。课堂提问能够保持学生的注意力,激发学生的兴趣,增强师生间的互动等。目前,课堂提问的研究方向主要集中在提问的概念,提问的策略,问题的分类,提问的功能,以及有效提问的标准等理论上,而对高中英语教师课堂提问的研究相对较少。此外,熟手英语教师和新手英语教师在高中课堂提问方面的对比研究以及男性英语教师和女性英语教师在高中课堂提问方面的对比研究都比较少。因此进行高中英语教师课堂提问的研究具有重要的意义。笔者选取太原市第五实验中学的一位熟手男英语教师,一位熟手女英语教师,一位新手男英语教师,和一位新手女英语教师,和随机选取的200名高中学生作为研究对象。论文旨在回答如下问题:1.高中英语教师的课堂提问现状如何?2.高中熟手英语教师和高中新手英语教师在问题类型,提问方式,等待时间和课堂反馈方面表现如何?3.高中英语教师在问题类型,提问方式,等待时间和课堂反馈方面表现出怎样的性别差异?通过对随机选取的200名学生进行问卷调查和对4位教师进行课堂观察和访谈,本研究得出以下结论。第一,高中英语教师的提问没有对学生产生明显的效果,更喜欢提问展示型问题,提问分布和提问方式不够合理,等待时间不够长,反馈方式不够恰当。第二,高中英语熟手教师和高中英语新手教师相比,熟手英语教师提问较多的参考型问题,等待时间较长,使用较多的积极反馈,而且高中英语熟手教师和高中英语新手教师都喜欢指定学生回答问题。第三,高中英语男教师和高中英语女教师相比,女英语教师提问较多的展示型问题,等待时间较长,使用较多的积极反馈,而且高中英语男教师和高中英语女教师都喜欢指定学生回答问题。最后,笔者提出一些建议:注重所提问题的质量,提出的问题要容易被学生理解,提问学生更多的参考型问题,公平地提问全体学生,延长等待时间,使用对学生更有意义的反馈形式,课后要对提问情况进行反思。
[Abstract]:The new curriculum reform requires English teachers to be student-centered and student-oriented in classroom teaching. Questioning is an important part of teaching. Classroom questioning can keep students' attention, stimulate their interest and enhance the interaction between teachers and students. At present, the research direction of classroom questioning mainly focuses on the concept of questioning, the strategy of questioning, the classification of questions, the function of questioning, and the standard of effective questioning. In addition, there are few comparative studies on senior English teachers and novice English teachers in high school classroom questioning, and male English teachers and female English teachers in high school classroom questioning. Therefore, it is of great significance to study the classroom questioning of senior high school English teachers. The author selects a male English teacher, a female English teacher, a novice male English teacher, a novice female English teacher and 200 randomly selected senior high school students in Taiyuan No. 5 Experimental Middle School. The paper aims to answer the following question: 1. What is the present situation of English teachers' classroom questioning in senior high school? How do senior English teachers and novice English teachers do in terms of question type, waiting time and classroom feedback? What gender differences do high school English teachers have in terms of question type, waiting time and classroom feedback? Based on the questionnaire survey of 200 randomly selected students and the classroom observation and interview of 4 teachers, the present study draws the following conclusions. First, the English teachers in senior high school do not have obvious effect on the students' questions. They prefer the question presentation, the distribution and the way of questioning are not reasonable, the waiting time is not long enough, and the feedback is not appropriate. Second, senior English teachers ask more reference questions, wait longer and use more positive feedback than senior English novice English teachers. And high school English proficiency teachers and high school English novice teachers like to assign students to answer questions. Thirdly, compared with female high school English teachers, female English teachers ask more questions, wait longer and use more positive feedback. And high school English male teachers and high school English female teachers like to assign students to answer questions. Finally, the author puts forward some suggestions: pay attention to the quality of the questions raised, the questions should be easily understood by students, ask students more reference questions, ask all the students fairly, and prolong the waiting time. Use a more meaningful form of feedback for students, and ask questions after class.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2203732
[Abstract]:The new curriculum reform requires English teachers to be student-centered and student-oriented in classroom teaching. Questioning is an important part of teaching. Classroom questioning can keep students' attention, stimulate their interest and enhance the interaction between teachers and students. At present, the research direction of classroom questioning mainly focuses on the concept of questioning, the strategy of questioning, the classification of questions, the function of questioning, and the standard of effective questioning. In addition, there are few comparative studies on senior English teachers and novice English teachers in high school classroom questioning, and male English teachers and female English teachers in high school classroom questioning. Therefore, it is of great significance to study the classroom questioning of senior high school English teachers. The author selects a male English teacher, a female English teacher, a novice male English teacher, a novice female English teacher and 200 randomly selected senior high school students in Taiyuan No. 5 Experimental Middle School. The paper aims to answer the following question: 1. What is the present situation of English teachers' classroom questioning in senior high school? How do senior English teachers and novice English teachers do in terms of question type, waiting time and classroom feedback? What gender differences do high school English teachers have in terms of question type, waiting time and classroom feedback? Based on the questionnaire survey of 200 randomly selected students and the classroom observation and interview of 4 teachers, the present study draws the following conclusions. First, the English teachers in senior high school do not have obvious effect on the students' questions. They prefer the question presentation, the distribution and the way of questioning are not reasonable, the waiting time is not long enough, and the feedback is not appropriate. Second, senior English teachers ask more reference questions, wait longer and use more positive feedback than senior English novice English teachers. And high school English proficiency teachers and high school English novice teachers like to assign students to answer questions. Thirdly, compared with female high school English teachers, female English teachers ask more questions, wait longer and use more positive feedback. And high school English male teachers and high school English female teachers like to assign students to answer questions. Finally, the author puts forward some suggestions: pay attention to the quality of the questions raised, the questions should be easily understood by students, ask students more reference questions, ask all the students fairly, and prolong the waiting time. Use a more meaningful form of feedback for students, and ask questions after class.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
【参考文献】
相关期刊论文 前7条
1 隆利容;;英语教师课堂语言的性别差异[J];边疆经济与文化;2009年04期
2 鲁志鲲;教师课堂提问的有效性及其评价方法[J];高等农业教育;2005年08期
3 孟迎芳,连榕,郭春彦;专家—熟手—新手型教师教学策略的比较研究[J];心理发展与教育;2004年04期
4 赵敏霞;对教师有效课堂教学提问的思考[J];现代教育论丛;2003年03期
5 王方林;何谓有效的课堂提问[J];教育理论与实践;2002年07期
6 申继亮;王凯荣;李琼;;教师职业及其发展[J];中小学教师培训;2000年03期
7 金传宝;美国关于教师提问技巧的研究综述[J];课程.教材.教法;1997年02期
相关硕士学位论文 前8条
1 聂丽丹;熟手型—新手型教师高中英语课堂提问的比较研究[D];闽南师范大学;2016年
2 冯秀兰;初中英语课堂有效提问的调查与研究[D];苏州大学;2015年
3 李娟;新熟手教师初中英语课堂话语比较研究[D];山东师范大学;2015年
4 刘洁;高中英语教学中提问的有效性研究[D];重庆师范大学;2015年
5 王倩;高中英语新手教师和专家教师课堂提问的对比研究[D];山西师范大学;2014年
6 梁冲;初中英语专家型教师与新手教师课堂提问的对比研究[D];四川师范大学;2014年
7 王雪梅;课堂提问的有效性及其策略研究[D];西北师范大学;2006年
8 周f^;论初级中学英语教师课堂提问[D];西南师范大学;2004年
，本文编号：2203732
本文链接：https://www.wllwen.com/waiyulunwen/yingyulunwen/2203732.html
