初中英语教师关于课堂提问的信念与教学实践的个案研究

发布时间：2018-02-14 03:20

本文关键词： 教师课堂提问教师信念教学实践差异性　出处：《黄冈师范学院》2016年硕士论文　论文类型：学位论文

【摘要】：教师的课堂提问是引导学生参与课堂互动的主要方式,对促进外语习得和语言的发展发挥着极其重要的作用。关于教师的课堂提问,国内外大部分研究都聚焦在提问的分类、提问的分配,提问的修补以及提问对学生语言输出的影响上,而有关教师对课堂提问的信念和教学实践的研究却是微乎其微。此外,已有研究表明教师在教学中所持的信念对其教学行为会产生很大的影响,因此本研究通过课堂观察和访谈三位来自黄冈市黄州区乡镇中学的优秀初中英语教师,以初中英语阅读课为例,从提问的目的、提问关注的内容、提问所涉及的认知能力和提问的语言表达这四个维度来研究初中英语教师有关课堂提问的信念与其教学实践之间的关系。研究结果表明,在“提问的目的”、“提问关注的内容”以及“提问的语言表达”上,其教学实践与所持的信念基本是一致的,然而在“提问所涉及的认知能力”上,教师的教学实践和所持的信念差异较大。在中国,关于教师对课堂提问的信念及其教学实践的研究尚处于初步阶段,因此我们需要更多相关的研究来理解二者之间的关系,并且已有研究指出并非所有教师都能清楚意识到自己的教学信念和其对教学实践会产生的影响,所以研究者希望该研究能提升初中英语教师对课堂提问的关注度,并帮助英语教师反思自己课堂提问的信念和教学实践。同时,本研究建议初中英语教师应加强自身提问技能的学习从而提出能培养学生的思维能力的课堂问题。尤其是针对工作在乡镇或农村地区的初中英语教师,该研究可以起到很好的帮助和借鉴作用。
[Abstract]:Teachers' classroom questioning is the main way to guide students to participate in classroom interaction and plays an extremely important role in promoting the development of foreign language acquisition and language. The distribution of questions, the repair of questions and the influence of questioning on the students' language output, but the research on teachers' beliefs and teaching practice in classroom questioning is very little. Previous studies have shown that teachers' beliefs in teaching have a great impact on their teaching behavior. Therefore, through classroom observation and interviews with three outstanding junior high school English teachers from the township middle schools in Huanggang District, Huanggang District, the present study studies the influence of teachers' beliefs on their teaching behavior. Taking the English reading class of junior high school as an example, from the purpose of asking questions, the contents of questions concerned, The four dimensions of cognitive competence and language expression of questioning are used to study the relationship between teachers' beliefs about classroom questioning and their teaching practice. In terms of the purpose of the question, the content of the concern of the question and the language expression of the question, the teaching practice is basically consistent with the belief held, but in the cognitive ability involved in the question, In China, the research on teachers' beliefs about classroom questioning and their teaching practice is still in the initial stage, so we need more relevant research to understand the relationship between the two. Moreover, it has been pointed out that not all teachers are aware of their teaching beliefs and their influence on teaching practice. Therefore, the researchers hope that this study can increase the attention of junior high school English teachers to classroom questions. It also helps English teachers to reflect on their beliefs and teaching practices. At the same time, This study suggests that junior middle school English teachers should strengthen their own learning of questioning skills and raise classroom problems that can train students' thinking ability, especially for junior middle school English teachers working in villages and towns or in rural areas. This research can play a very good role in helping and reference.
【学位授予单位】：黄冈师范学院
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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