高中英语阅读课堂有效提问研究

发布时间：2021-12-22 11:13

　　当前,高中英语阅读教学中依然存在着重讲授、轻互动,重知识、轻能力的问题。尽管很多教师和教学研究人员都重视以学生为中心,通过提问等形式,加强师生互动,试图解决这些问题,但由于缺乏对提问进行有效地设计,致使提问质量不高,没有达到提问应有的效果。鉴于此,本研究尝试在互动理论和布鲁姆教育目标理论框架下,对上述问题进行研究,并试图回答以下三个问题:第一、有效提问对高中生的阅读能力有怎样的影响?第二、有效提问对高中生的批判性思维有怎样的影响?第三、有效提问在何种程度上能够增强高中生的阅读兴趣和阅读自信?互动理论认为,人与人之间通过互动相互影响,相互作用,互动的结果会产生拉平效应,而有效提问,正是这种互动的理想形式之一。教师通过设计高质量的、开放性的提问,刺激并鼓励学生思考,有助于学生思维的发展和批判性思维能力的提高。同时,有效提问可以提供“可理解性输入”,当“交流障碍”发生时,“修饰提问”应运而生,促进学生理解,使互动进行下去,实现“可理解性输出。”这和布鲁姆教育目标分类是一致的。布鲁姆把人的认知水平分为六个层次,要实现学生高阶水平的认知,有效提问也是一种有效的途径。在高中英语阅读教学过程中,教师... 

【文章来源】：信阳师范学院河南省

【文章页数】：91 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter 1 Introduction
    1.1 Research Background
        1.1.1 Reading Ability Requirements for senior High School Students
        1.1.2 The Current Situation of English Reading Teaching
        1.1.3 The Research Deficiency of English Reading Teaching
    1.2 Research Purpose and Significance
        1.2.1 Research Purpose
        1.2.2 Research Significance
            1.2.2.1 Theoretical Significance
            1.2.2.2 Practical Significance
    1.3 Overall Structure of the Thesis
Chapter 2 Literature Review
    2.1 Related Studies on English Reading Teaching
        2.1.1 Studies on English Reading Teaching Abroad
        2.1.2 Studies on English Reading Teaching at Home
    2.2 Studies of Effective Questioning in English Reading Teaching
        2.2.1 Studies of Effective Questioning in English Reading Teaching Abroad
        2.2.2 Studies of Effective Questioning in English Reading Teaching at Home
    2.3 Summary
Chapter 3 Theoretical Basis
    3.1 Interaction Theory
        3.1.1 Sociocultural Method
            3.1.1.1 Zone of Proximal Development
            3.1.1.2 Mediation Technique
        3.1.2 Exchange Method
    3.2 Bloom's Taxonomy of Educational Objectives
    3.3 Effective Questioning
        3.3.1 Definition of Effective Questioning
        3.3.2 Classification of Effective Questioning
        3.3.3 Functions of Effective Questioning
Chapter 4 The Application of Effective Questioning to English Reading Teaching
    4.1 Standards of Effective Questioning
    4.2 Implementation Principles of Effective Questioning
    4.3 Implementation Steps of Effective Questioning
        4.3.1 Preparing the Question
        4.3.2 Presenting the Question
        4.3.3 Prompting Students' Thinking
        4.3.4 Processing Students' Responses
        4.3.5 Polishing Questioning Practices
    4.4 Summary
Chapter 5 Experiment Design and Data Analysis
    5.1 Experiment Design
        5.1.1 Experiment Hypotheses
        5.1.2 Experiment Subjects
        5.1.3 Experiment Instruments
            5.1.3.1 Questionnaires
            5.1.3.2 Tests
            5.1.3.3 Interview
    5.2 Experiment Implementation
        5.2.1 Data Collection
    5.3 Data Analysis and Discussion
        5.3.1 Analysis and Discussion of Questionnaires
            5.3.1.1 Analysis and Discussion of the Pre-questionnaire
            5.3.1.2 Analysis of the Post-questionnaire
        5.3.2 Analysis and Discussion of Reading Tests
            5.3.2.1 Analysis and Discussion of the Pre-test
            5.3.2.2 Analysis and Discussion of the Post-test
        5.3.3 Analysis and Discussion of the Interview
        5.3.4 Summary
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Limitations of the Research and Suggestions for Further Study
        6.2.1 Limitations of the Research
        6.2.2 Suggestions for Further Study
Bibliography
Appendix A Questionnaire
Appendix B Score List of the Control Class and Experimental Class in Critical ThinkingQuestionnaire
Appendix C Pre-test
Appendix D Post-test
Appendix E Score List of the Control Class and Experimental Class in Reading Test
Appendix F Interview
Appendix G CCTDI评分标准
攻读学位期间获得与学位论文相关的科研成果目录
Acknowledgements



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