新手型和专家型小学英语教师课堂提问的对比研究
发布时间：2020-12-05 22:44
课堂提问是课堂互动的重要组成部分,教师可以通过对学生的提问,提高学生的课堂参与度,并且提高其运用语言的能力,因此进行教师课堂提问的研究对教学具有重要的意义。目前,对教师课堂提问的研究大多集中在大学和中学英语课堂上,而对小学英语教师课堂提问的研究相对较少,同时对于不同种类教师的课堂提问的对比研究也相对较少。本研究试图探究专家型教师和新手型教师的课堂提问行为差异,拟解决以下关键问题:(1)新手型与专家型教师在提问准备、提问类型、提叫答方式、候答时间、教师反馈上有什么异同?(2)新手型与专家型教师在提问后的反思有什么异同?本研究选取实习学校五年级的两名新手型教师和两名专家型教师为研究对象,对四位教师的课堂教学进行观察和访谈,并录音与转写,继而选取共80名的学生进行问卷调查得出以下结论:(1)专家型教师和新手型教师在课堂提问方面存在一些相似之处,主要表现为在课堂提问中两者都更倾向于展示性问题;两类教师都更倾向于的叫答方式都是齐答和自愿回答;在教师提问后,两类教师基本上都有给学生留有足够的等待时间;两类教师都更倾向于对学生的回答进行简单表扬或表扬并复述学生的回答;两者都不够重视反思。(2)专家型...
【文章来源】：广东技术师范大学广东省
【文章页数】：80 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.4 Thesis Structure
Chapter Two Literature Review
2.1 Classroom Questioning
2.1.1 Definition of Teachers’Questioning
2.1.2 Classification of Classroom Questioning
2.1.3 Answering Ways
2.1.4 Wait Time
2.1.5 Teachers’Feedback
2.2 Novice Teachers（NT）and Expert Teachers（ET）
2.2.1 Definition of NT and ET
2.3 Studies on Teachers’Questioning
2.4 Summary
Chapter Three Theoretical Framework
3.1 Input Hypothesis
3.2 Affective Filter Hypothesis
3.3 Reflective Teaching
3.4 Summary
Chapter Four Research Methodology
4.1 Research Questions
4.2 Participants
4.2.1 Teacher Participants
4.2.2 Student Participants
4.3 Research Methods
4.3.1 Classroom Observation
4.3.2 Questionnaire
4.3.3 Interview
4.4 Data Collection
4.5 Data Analysis
Chapter Five Results and Discussion
5.1 Differences and Similarities between NT and ET
5.1.1 Preparation for Questioning
5.1.2 Questioning Types
5.1.3 Answering Ways
5.1.4 Wait Time
5.1.5 Teachers’Feedback
5.1.6 Teachers’Reflection on Questioning
5.2 Students’Views and Expectations of Teachers’Questioning
5.2.1 Students’General Views
5.2.2 Questioning Types
5.2.3 Wait Time
5.2.4 Answering Ways
5.2.5 Teachers’Feedback
Chapter Six Conclusion and Implications
6.1 Major Findings
6.2 Pedagogical Implications
6.3 Limitations
6.4 Suggestions for Future Research
References
Appendix One Students questionnaires
Appendix Two Interview
Appendix Three Classroom observation
Acknowledgements
学位论文数据集表
本文编号：2900217
【文章来源】：广东技术师范大学广东省
【文章页数】：80 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.4 Thesis Structure
Chapter Two Literature Review
2.1 Classroom Questioning
2.1.1 Definition of Teachers’Questioning
2.1.2 Classification of Classroom Questioning
2.1.3 Answering Ways
2.1.4 Wait Time
2.1.5 Teachers’Feedback
2.2 Novice Teachers（NT）and Expert Teachers（ET）
2.2.1 Definition of NT and ET
2.3 Studies on Teachers’Questioning
2.4 Summary
Chapter Three Theoretical Framework
3.1 Input Hypothesis
3.2 Affective Filter Hypothesis
3.3 Reflective Teaching
3.4 Summary
Chapter Four Research Methodology
4.1 Research Questions
4.2 Participants
4.2.1 Teacher Participants
4.2.2 Student Participants
4.3 Research Methods
4.3.1 Classroom Observation
4.3.2 Questionnaire
4.3.3 Interview
4.4 Data Collection
4.5 Data Analysis
Chapter Five Results and Discussion
5.1 Differences and Similarities between NT and ET
5.1.1 Preparation for Questioning
5.1.2 Questioning Types
5.1.3 Answering Ways
5.1.4 Wait Time
5.1.5 Teachers’Feedback
5.1.6 Teachers’Reflection on Questioning
5.2 Students’Views and Expectations of Teachers’Questioning
5.2.1 Students’General Views
5.2.2 Questioning Types
5.2.3 Wait Time
5.2.4 Answering Ways
5.2.5 Teachers’Feedback
Chapter Six Conclusion and Implications
6.1 Major Findings
6.2 Pedagogical Implications
6.3 Limitations
6.4 Suggestions for Future Research
References
Appendix One Students questionnaires
Appendix Two Interview
Appendix Three Classroom observation
Acknowledgements
学位论文数据集表
本文编号：2900217
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