基于双语课堂的中外教师提问对比研究

发布时间：2018-07-27 14:00

【摘要】：双语教学因其双重目标被引入中国,并在众多高校被广泛推行,同时也受到了诸多学者的关注。师资问题一直是学者们研究的热点,随着全球化发展,越来越多的外籍教师也被聘请来教授双语课程。相比之下,仅有为数不多的学者研究过双语教学的课堂话语。作为课堂话语中不可或缺的一部分,教师课堂提问对鼓励学生参与课堂互动,增加有效输入,促进学生语言习得有着重要作用。本文通过课堂观察、调查问卷以及教师访谈的方式,对比中外教师在双语课堂中的提问差异,探究差异背后的原因,以找出中外教师各自的优势,为教师相互学习提供参考依据。作者将两位教师的双语课堂进行录音,在文本撰写之后,分别从教师的提问类型、等待时间、提问策略、问题分布和反馈方式五个方面对教师课堂提问进行定量和定性的分析,总结出以下几点：1.在提问策略的使用和问题的分布上,两位教师存在着共同点。在课堂中,他们都较少地使用提问策略,所提的问题大部分都面向全体学生。但就参与课堂互动的总人数来说,与外籍教师互动的学生数量较少。2.就问题类型而言,参考性问题在外籍教师课堂中所占比例更高。3.当提完问题之后,外籍教师为学生预留了更加充裕的等待时间。4.在向学生提供反馈时,两位教师所提供的都是积极反馈。其中中国教师习惯重复学生的回答,而外籍教师倾向于采用追问的方式来推进师生间的意义协商。通过学生问卷和教师访谈,造成中外教师提问差异的原因分析如下：1.不同的语言教学观。2.传统教学方式的影响。3.出于维护学生面子的目的。本文在实证分析的基础上,就中外教师如何发扬各自优势,扬长避短提出一些建议,如：均衡不同提问类型；根据学生现有水平,积极应用提问策略调整问题难度；适度延长教师等待时间等。基于前人研究,本文以真实的课堂数据重现双语课堂教师提问现状,相信为大家进一步了解双语教学和中外教师课堂提问有所帮助。
[Abstract]:Bilingual teaching has been introduced into China for its dual purpose and has been widely implemented in many colleges and universities. At the same time, it has been concerned by many scholars. With the development of globalization, more and more foreign teachers are employed to teach bilingual courses. In contrast, only a small number of scholars have studied bilingual classroom discourse. As an indispensable part of classroom discourse, classroom questioning plays an important role in encouraging students to participate in classroom interaction, increasing effective input and promoting students' language acquisition. Through classroom observation, questionnaire and teacher interview, this paper compares the differences between Chinese and foreign teachers in bilingual classroom, and explores the reasons behind the differences, in order to find out the respective advantages of Chinese and foreign teachers. It provides reference for teachers to learn from each other. After writing the text, the author recorded the bilingual classroom of the two teachers and made a quantitative and qualitative analysis of the teacher's questions from five aspects: the type of question, the waiting time, the strategy of questioning, the distribution of questions and the way of feedback. Sum up the following points: 1. In the use of questioning strategies and the distribution of questions, the two teachers have common ground. In class, they use less questioning strategies, and most of the questions are addressed to all students. But in terms of the total number of students involved in classroom interaction, the number of students interacting with foreign teachers was smaller. 2. 2. As far as question types are concerned, the proportion of reference questions in foreign teachers' classrooms is higher. 3. 3. When the questions were asked, the foreign teacher set aside more waiting time for the students. 4. 4. When providing feedback to students, both teachers provide positive feedback. Chinese teachers are used to repeating students' answers, while foreign teachers tend to promote meaningful negotiation between teachers and students by means of questioning. Through the student questionnaire and the teacher interview, causes the Chinese and foreign teachers to ask the question difference the reason analysis as follows: 1. Different views on language teaching. The influence of traditional teaching methods. For the sake of saving students' face. On the basis of empirical analysis, this paper puts forward some suggestions on how to develop their own advantages, and how to promote their strengths and circumvent their weaknesses, such as: balancing different types of questions, adjusting the difficulty of the questions according to the students' existing level and actively applying the questioning strategies; Appropriate extension of the teacher's waiting time and so on. Based on previous studies, this paper uses real classroom data to reproduce the present situation of bilingual classroom teachers' questioning, which is believed to be helpful for us to further understand bilingual teaching and Chinese and foreign teachers' classroom questioning.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H09

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