高中英语阅读教学教师提问模式研究
发布时间：2019-02-14 15:14
【摘要】：教师提问作为英语课堂教学的一个重要手段。合理的提问设计能够激发、培养、发展学生的思维能力。根据国家课程标准,英语阅读能力是英语学习者一项必备的技能。同时,国家课程标准对学生思维品质培养也提出了要求。然而,在英语教师课堂提问的相关研究中,研究方向更多集中在大学英语课堂,而对中学课堂涉及较少;在研究内容方面,现存研究虽有对教师提问种类、功能与策略的研究,但以Bloom教育目标分类为基础,将教师提问类型与模式与学生认知发展相结合的研究视角尚少。因此,对高中英语阅读教学教师课堂提问模式的研究具有一定的理论和实践意义。本研究采用了课堂录音、访谈、问卷调查三种研究方法,对六位来自内江市两所不同高中的英语教师阅读课上的提问模式进行研究。研究发现,六位教师均偏向于使用记忆型、理解型等低认知问题类型,而应用型问题类型较少,产出型和评价型问题类型缺乏。造成这一现象原因可能是高中英语传统教学中教师偏重学生的记忆能力;其二是教师对教师提问设计不够成熟。就提问模式而言,受试教师在读前、读中和读后三个阅读教学阶段的提问模式有一定特征。在读前阶段,受试教师倾向于两种提问模式。1、使用产出型、评价型等高认知问题类型激发学生兴趣,引导学生对文本话题的全局进行了解;2、开门见山,直接使用事实型、经验型等低认知问题类型,从阅读文本的细节入手。在读中阶段,采用Bottom-up阅读教学模式的受试教师倾向于使用从低认知过渡到高认知问题类型的提问模式;而采用Top-down阅读教学模式的受试教师则倾向于使用从高认知过渡到低认知问题类型的提问模式。在读后阶段,6位受试教师均倾向于一种提问模式,即运用产出型,评价型等高认知问题类型引发学生对文本的进一步思考。但总体来说,受试教师提问模式还不够成熟、系统。同时,对学生思维能力的引导也不够深入。主要原因有两个:第一:高中英语教师缺乏将理论知识用于课堂提问设计的意识;第二:高中英语教师的提问对学生思维的引导不够成熟。针对这些问题,本研究认为,高中英语教师可有意识将Bloom认知分类理论应用于教师提问设计,并加强对阅读不同阶段学生阅读任务的研究,在此基础上合理设计提问类型,同时增加高认知问题类型的数量,从而实现由浅入深,层层递进,发展学生思维品质的教学目的。
[Abstract]:As an important means of English classroom teaching, teachers ask questions. Reasonable question design can stimulate, cultivate and develop students' thinking ability. According to the national curriculum standards, English reading ability is an essential skill for English learners. At the same time, the national curriculum standards also put forward the requirements for the cultivation of students'thinking quality. However, in the related research of English teachers' classroom questioning, the research direction is more focused on the college English classroom, but less on the middle school classroom; In the aspect of research content, although there are some researches on the types, functions and strategies of teachers' questioning, but based on the classification of Bloom educational objectives, the research angle of combining the types and models of teachers' questioning with the students' cognitive development is still few. Therefore, it is of theoretical and practical significance to study the classroom questioning mode of senior high school English reading teachers. This study uses three methods: classroom recording, interview and questionnaire, to study six English teachers' question patterns in reading class from two different senior high schools in Neijiang City. It is found that the six teachers tend to use the types of low cognitive problems such as memory and understanding, while the types of applied problems are few, and the types of output and evaluation are lacking. The reason for this phenomenon may be that teachers pay more attention to students' memory ability in traditional English teaching in senior high school, and the other is that teachers' design of teachers' questioning is not mature enough. As far as the question mode is concerned, there are some characteristics in the three reading teaching stages: before reading, reading and reading after reading. In the pre-reading stage, the teachers tend to ask questions in two ways. 1. Using high cognitive question types such as output type and evaluation type to stimulate students' interest and guide students to understand the whole situation of text topic; 2. Start with the details of the reading text by using the low-cognitive problem types such as factual, empirical and so on. At the middle stage of reading, the teachers who adopt the Bottom-up reading teaching mode tend to use the question mode from low cognition to high cognitive question type. On the other hand, the teachers who adopt the Top-down reading teaching mode tend to use the question mode of transition from high cognition to low cognitive question. In the post-reading stage, the six teachers were inclined to use a kind of questioning model, that is, the use of the output type, evaluation type and other types of high cognitive problems to cause students to further thinking about the text. But on the whole, the teacher question mode is not mature enough and systematic. At the same time, the guidance to the students' thinking ability is not deep enough. The main reasons are as follows: first, high school English teachers lack the consciousness of applying theoretical knowledge to classroom questioning design; second, senior English teachers' questions are not mature enough to guide students' thinking. In view of these problems, the present study suggests that senior English teachers can consciously apply the Bloom cognitive classification theory to teachers' question design, and strengthen the research on students' reading tasks at different stages of reading, on the basis of which they can reasonably design the types of questions. At the same time, increase the number of high cognitive problem types, so as to achieve the teaching goal of developing students' thinking quality from simple to deep, layer by layer.
【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】：G633.41
本文编号：2422327
[Abstract]:As an important means of English classroom teaching, teachers ask questions. Reasonable question design can stimulate, cultivate and develop students' thinking ability. According to the national curriculum standards, English reading ability is an essential skill for English learners. At the same time, the national curriculum standards also put forward the requirements for the cultivation of students'thinking quality. However, in the related research of English teachers' classroom questioning, the research direction is more focused on the college English classroom, but less on the middle school classroom; In the aspect of research content, although there are some researches on the types, functions and strategies of teachers' questioning, but based on the classification of Bloom educational objectives, the research angle of combining the types and models of teachers' questioning with the students' cognitive development is still few. Therefore, it is of theoretical and practical significance to study the classroom questioning mode of senior high school English reading teachers. This study uses three methods: classroom recording, interview and questionnaire, to study six English teachers' question patterns in reading class from two different senior high schools in Neijiang City. It is found that the six teachers tend to use the types of low cognitive problems such as memory and understanding, while the types of applied problems are few, and the types of output and evaluation are lacking. The reason for this phenomenon may be that teachers pay more attention to students' memory ability in traditional English teaching in senior high school, and the other is that teachers' design of teachers' questioning is not mature enough. As far as the question mode is concerned, there are some characteristics in the three reading teaching stages: before reading, reading and reading after reading. In the pre-reading stage, the teachers tend to ask questions in two ways. 1. Using high cognitive question types such as output type and evaluation type to stimulate students' interest and guide students to understand the whole situation of text topic; 2. Start with the details of the reading text by using the low-cognitive problem types such as factual, empirical and so on. At the middle stage of reading, the teachers who adopt the Bottom-up reading teaching mode tend to use the question mode from low cognition to high cognitive question type. On the other hand, the teachers who adopt the Top-down reading teaching mode tend to use the question mode of transition from high cognition to low cognitive question. In the post-reading stage, the six teachers were inclined to use a kind of questioning model, that is, the use of the output type, evaluation type and other types of high cognitive problems to cause students to further thinking about the text. But on the whole, the teacher question mode is not mature enough and systematic. At the same time, the guidance to the students' thinking ability is not deep enough. The main reasons are as follows: first, high school English teachers lack the consciousness of applying theoretical knowledge to classroom questioning design; second, senior English teachers' questions are not mature enough to guide students' thinking. In view of these problems, the present study suggests that senior English teachers can consciously apply the Bloom cognitive classification theory to teachers' question design, and strengthen the research on students' reading tasks at different stages of reading, on the basis of which they can reasonably design the types of questions. At the same time, increase the number of high cognitive problem types, so as to achieve the teaching goal of developing students' thinking quality from simple to deep, layer by layer.
【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】：G633.41
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