中级汉语精读课教师有效提问方式模块式研究
发布时间：2018-12-14 19:52
【摘要】：教师提问作为教师把握课堂教学脉搏的主要手段,多年来一直是语言教学所关注的一个焦点。本文以中级对外汉语精读课教师提问技巧为研究对象，以黄晓颖的八种教师提问分类和赵金铭的五种教师提问分类为理论依据。采用的是对课堂教学模块式解析研究方式，将教师提问放到各个教学模块中去解析研究对比。根据学生对教师提问的反映，所学知识和语言能力的反馈，选择出相对更为实用的教师提问技巧。 本论题总体研究过程为：从实践中发现问题，根据理论研究问题，找出解决问题对策。具体来说，是在实习过程中，通过观察法、记录法搜集对外汉语课堂教学教师提问的方式方法，然后通过归类对比。把课堂教学分为课堂组织环节和课堂教学内容两大教学模块。其中课堂组织环节模块分为作业检查、新课导入、课堂总结三个细化教学模块，课堂教学内容模块分为词汇教学、语法教学、课文教学三个细化模块分别逐个进行探讨研究。最后，，针对每个模块中学生的教学反映、所学知识和语言能力的反馈，分析总结出更实用的有效教师提问方式，以提高对外汉语课堂教师提问的效能。 本论文将课堂教学分化成具体的教学模块式进行研究，更利于教师的吸收和接受，方便教师利用此研究成果在实际教学中进行应用。本课题研究利于帮助教师建立和完善课堂提问技能，提高教师对课堂教学的把握操纵能力。
[Abstract]:As the main means for teachers to grasp the pulse of classroom teaching, teachers' questioning has been the focus of language teaching for many years. This paper takes the middle level Chinese intensive reading class teachers' questioning skills as the research object, taking Huang Xiaoying's eight kinds of teachers' questioning classification and Zhao Jin Ming's five kinds of teachers' questioning classification as the theoretical basis. The method of classroom teaching module analysis and research is adopted, and teachers' questions are put into each teaching module to analyze and compare the research. According to the students' reflection on teachers' questions, the feedback of their knowledge and language ability, the more practical teachers' questioning skills are selected. The overall research process of this thesis is to find out the problems from practice and find out the solutions according to the theoretical research. Specifically, in the process of practice, through observation method, record method to collect the way and method of teaching Chinese as a foreign language teaching teachers, and then through classification and comparison. The classroom teaching is divided into two teaching modules: classroom organizing link and classroom teaching content. Among them, the classroom organizing module is divided into three modules: homework check, new lesson introduction, classroom summary three detailed teaching modules, classroom teaching content module is divided into vocabulary teaching, grammar teaching, text teaching three refinement modules to explore and study one by one. Finally, according to the teaching reflection of each module, the feedback of the knowledge learned and the language ability, the more practical and effective teachers' questioning methods are analyzed and summarized to improve the efficiency of the teachers' questioning in the TCFL classroom. This paper divides classroom teaching into specific teaching modules, which is more conducive to teachers' absorption and acceptance, and is convenient for teachers to use the research results in practical teaching. This research is helpful to help teachers to establish and improve classroom questioning skills and improve teachers' ability to grasp and manipulate classroom teaching.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2379221
[Abstract]:As the main means for teachers to grasp the pulse of classroom teaching, teachers' questioning has been the focus of language teaching for many years. This paper takes the middle level Chinese intensive reading class teachers' questioning skills as the research object, taking Huang Xiaoying's eight kinds of teachers' questioning classification and Zhao Jin Ming's five kinds of teachers' questioning classification as the theoretical basis. The method of classroom teaching module analysis and research is adopted, and teachers' questions are put into each teaching module to analyze and compare the research. According to the students' reflection on teachers' questions, the feedback of their knowledge and language ability, the more practical teachers' questioning skills are selected. The overall research process of this thesis is to find out the problems from practice and find out the solutions according to the theoretical research. Specifically, in the process of practice, through observation method, record method to collect the way and method of teaching Chinese as a foreign language teaching teachers, and then through classification and comparison. The classroom teaching is divided into two teaching modules: classroom organizing link and classroom teaching content. Among them, the classroom organizing module is divided into three modules: homework check, new lesson introduction, classroom summary three detailed teaching modules, classroom teaching content module is divided into vocabulary teaching, grammar teaching, text teaching three refinement modules to explore and study one by one. Finally, according to the teaching reflection of each module, the feedback of the knowledge learned and the language ability, the more practical and effective teachers' questioning methods are analyzed and summarized to improve the efficiency of the teachers' questioning in the TCFL classroom. This paper divides classroom teaching into specific teaching modules, which is more conducive to teachers' absorption and acceptance, and is convenient for teachers to use the research results in practical teaching. This research is helpful to help teachers to establish and improve classroom questioning skills and improve teachers' ability to grasp and manipulate classroom teaching.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
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