新手型与专家型教师在初中英语阅读教学中课堂提问的对比研究

发布时间：2024-04-12 03:27

　　课堂提问作为课堂教学的重要组成部分,是教学过程中师生之间进行沟通,建立良好互动的重要手段。阅读课堂提问是指教师为了检查和引导学生理解课文而有目的地提出问题,从而鼓励学生积极参与阅读课堂活动。优化阅读课堂提问,可以更好地激发学生对英语的学习兴趣,提高阅读课堂的教学效果。笔者通过查阅相关文献,发现国内外许多学者都对课堂提问进行了理论和实践方面的研究,成果丰硕。但是研究大多集中在高中和大学英语课堂上,而对初中英语教师课堂提问的研究相对较少,同时对于不同类型教师课堂提问的对比研究也相对较少。因此,本研究以国内外相关研究为基础,探究新手型和专家型教师在英语阅读课堂提问方面的异同,从提问类型,提问策略,等待时间,回答方式,教师反馈等方面展开分析,解决了以下问题:1.新手型与专家型教师在英语阅读教学中课堂提问存在哪些异同?2.新手型与专家型教师在英语阅读教学中课堂提问存在差异的原因是什么?3.学生对英语教师的阅读课堂提问有什么看法?本研究选取呼和浩特市某中学初一年级两位新手型英语教师和两位专家型英语教师以及四位教师所教班级的240名学生作为研究对象。两位专家型教师都是具有15年以上教龄,职称为高级的...

【文章页数】：75 页

【学位级别】：硕士

【文章目录】：
中文摘要
abstract
Chapter Ⅰ Introduction
    1.1 Background of the research
    1.2 Purpose and significance of the study
    1.3 Overall structure of the thesis
Chapter Ⅱ Literature Review
    2.1 Definition of key terms
        2.1.1 Classroom questioning
        2.1.2 Questioning type
        2.1.3 Questioning strategy
        2.1.4 Answering way
        2.1.5 Wait time
        2.1.6 Teachers’feedback
    2.2 Comparative studies on novice and expert teachers
        2.2.1 Definition of novice and expert teachers
        2.2.2 Comparative studies on novice and expert teachers
    2.3 Theoretical foundations
        2.3.1 Krashen’s Input Hypothesis
        2.3.2 Swain’s Output Hypothesis
        2.3.3 Long’s Interaction Hypothesis
    2.4 Relevant studies on classroom questioning abroad and at home
        2.4.1 Relevant studies on classroom questioning abroad
        2.4.2 Relevant studies on classroom questioning at home
Chapter Ⅲ Research Methodology
    3.1 Research questions
    3.2 Research subjects
    3.3 Research instruments
        3.3.1 Classroom observation
        3.3.2 Questionnaire
        3.3.3 Interview
    3.4 Data collection and analysis
Chapter Ⅳ Results and Discussions
    4.1 Similarities and differences of classroom questioning between novice and expert teachers
        4.1.1 Questioning type
        4.1.2 Questioning strategy
        4.1.3 Wait time
        4.1.4 Answering way
        4.1.5 Teacher’s feedback
    4.2 Reasons for the differences of classroom questioning between novice and expert teachers
    4.3 Students’perception of teachers’classroom questioning
        4.3.1 Students’general perception of teachers’classroom questioning
        4.3.2 Students’perception of questioning type
        4.3.3 Students’perception of questioning strategy
        4.3.4 Students’perception of wait time
        4.3.5 Students’perception of answering ways
        4.3.6 Students’perception of teacher’s feedback
Chapter Ⅴ Conclusion
    5.1 Major findings
    5.2 Implications for classroom questioning in junior high school English reading teaching
    5.3 Limitations of the study and suggestions for future research
References
Appendix Ⅰ Student’s Questionnaire
Appendix Ⅱ Classroom Observation Sheet
Appendix Ⅲ Teachers’Interview Outline
Acknowledgements



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