新手型教师与专家型教师初中英语课堂提问对比分析

发布时间：2018-01-02 12:39

本文关键词：新手型教师与专家型教师初中英语课堂提问对比分析　出处：《西北师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：提问是课堂上外语教师常用的教学方法之一。对课堂提问的研究可以涉及很多方面,例如提问的分类,提问的技巧和策略,提问的反馈等等。从国内外的研究中我们发现,提问的技巧、提问的内容和方式都能影响学生参与课堂的积极性。本文将以初中课堂为例,以可理解性输入理论、输出假设理论和交互理论为理论基础,从教师的课堂提问数量、课堂提问方式、等候时间和反馈方式四个方面对新手教师与专家型教师的课堂教师提问展开对比研究。通过对比两类教师的教师提问,分析新手教师与专家型教师在教师提问方面的差异,从而探究初中英语课堂教学中教师提问的特点、现状及存在的问题。在此基础上,增强初中英语教师,尤其是新手教师对教师提问的重视程度,为促进教师的专业发展和提高中学英语课堂教学质量提供有益的建议和启示。本研究分别选取不同中学的两位新手教师与两位专家型教师,通过课堂观察与录音和问卷调查的研究方法,对四位教师的课堂提问进行了数据收集和分析。研究结果表明,在问题数量方面,新手教师与专家型教师的问题数量存在明显差别。专家型教师的问题数量远远多于新手教师;在问题类型方面,新手教师与专家型教师没有明显区别,两者都偏向于展示型问题。但是,在课堂不同的阶段,两种类型的问题的使用存在差异,即在课堂导入和课文呈现阶段,专家型教师使用参考性问题的数量多于新手型教师;在等候时间方面,两种类型的教师等候时间都不长,但是专家型教师的等候时间略高于新手型教师;教师反馈这一方面,新手型教师和专家型教师都善于运用积极的反馈,但专家型教师的反馈更重视对问题答案的解释和补充,新手型教师更多的是简单的积极反馈。根据以上的结论,本研究提出以下建议:新手教师与专家型教师都应该平衡参考性问题和展示型问题的数量,很好地把两种问题结合起来;新手教师应该增加参考型问题的数量,减少展示型问题的数量;新手教师应该更积极的对待学生的反馈;新手教师和专家型教师应该延长等待时间以便学生能更好地回答问题和完善答案。本论文关于新手教师与专家型教师在课堂提问的对比研究,为新手教师课堂能力的提高和课堂教学质量的保证提供了一些参考意见。希望新手教师可以从中受到启发,促进自己的专业发展。
[Abstract]:Classroom questioning is one of the commonly used teaching methods of foreign language teachers. Research on classroom questioning can involve many aspects, such as questions classification, skills and Strategies of questioning, questioning the feedback and so on. From the research we found that the questioning skills, content and way of questioning can affect the enthusiasm of students to participate in classroom. Taking junior middle school as an example, the theory of comprehensible input and output hypothesis and interaction theory as the theoretical basis, from the number of teachers, classroom questioning, wait time and feedback four aspects of novice teachers and expert teachers in the classroom teacher questioning the comparative study by comparing the two. Class teacher questions, analysis of novice teachers and expert teachers in the teachers' questioning aspects of the differences, to explore the characteristics of junior high school English teachers' questions in the classroom teaching, the status quo and existing The problem. On this basis, strengthen junior middle school English teachers, especially the novice teachers to pay attention to teachers' questioning, provide suggestions and Enlightenment for promoting the professional development of teachers and improve the quality of middle school English teaching. Two new teachers in this study selected different schools and two expert teachers, through research the methods of classroom observation and recording and questionnaire survey, classroom questioning of four teachers by the data collection and analysis. The results show that, in terms of quantity, there are significant differences between the number of novice teachers and expert teachers. The number of expert teachers more questions than novice teachers; in terms of types of questions, the novice teachers and the expert teachers have no obvious difference, both tend to display questions. However, in the classroom in different stages, using two types of problems exist in the difference. Into the classroom and the present stage, the problem of the use of reference of expert teachers more than the number of novice teachers; in the waiting time, two types of teachers' waiting time is not long, but the waiting time is slightly higher than that of expert teachers and novice teachers; teacher feedback on the one hand, the novice teachers and expert teachers good at using the positive feedback, but the feedback of expert teachers pay more attention to explain and supplement the answers, the novice teacher is more simple positive feedback. Based on the above conclusions, this study proposes the following suggestions: novice teachers and expert teachers should the quantity balance of referential questions and display questions. Well the two problems together; novice teachers should increase the number of reference problem, reduce the number of display questions; novice teachers should be more positive feedback to students; novice The teacher and the expert teacher should extend the waiting time so that students can better answer questions and perfect answer. In this thesis, a comparative study of the novice teachers and expert teachers in the classroom questioning, for the novice teachers classroom ability and improving teaching quality guarantee to provide some suggestions. I hope novice teachers can be inspired. To promote their professional development.

【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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