教师提问方式对高中生英语口语输出的影响

发布时间：2018-03-21 17:40

本文选题：高中英语　切入点：教师提问　出处：《上海师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：教师提问是在高中英语课堂里普遍发生的教学活动,也是教师们广泛使用的和学生互动的模式。跟随教师提问,学生们顺利进入教师的授课逻辑,促使学生思考,从被动学习模式转为主动学习模式,同时,学生回答老师的提问,可以增加他们的自信并深化他们的思考,从而对英语学习更为积极和踊跃,更重要的是,在这种互动式的教学活动中,学生的口语表达得到了锻炼。但提问是一门深奥的学问,依据学生的特点,设计好的问题,对学生口语的输出才有正效应。本文从高中英语课堂教师提问的实际状况入手,探讨提问中存在的问题和改进的方案,并通过观察改进方案的效果,探究教师提问与学生口语表达输出之间的关系,并在此基础上提出优化提问,提升英语口语教学效果的一些建议。本文在输入假说、输出假说及互动理论的基础上,主要采用调查法、访谈法、课堂观察法及教学班对照法四种研究方法,以上海南洋模范中学为样本,随机选取了高一年级两个班级,设计改进的提问方案,来探讨高中英语教师提问改进对学生口语输出的改进效果。通过对上海市南洋模范中学高中一年级共286位学生发放问卷,并对同年级的4位英语教师进行访谈,了解高中英语教师课堂提问的现状,并发现其中存在的问题,在此基础上设计一个改进的提问方案,在之后为期两个月的课堂教学中检验这一方案的有效性。随机被选的两个班级,一个是实验班,另一个班是对照班。在教学实验中,实验班的教师运用了研究者设计的教师提问方案,即采用了推理问题和开放性问题;教师在提问后等待3-5秒给学生思考的时间;当学生不能自己回答问题时,教师帮助、鼓励学生表述自己的观点;教师在学生回答后给予正面反馈或者纠正性反馈。而在另一个对照班,教师按照原有的提问方法开展教学。对对照班的研究发现:总体上,目前教师课堂提问比较随意,提问时较少考虑提问对学生口语输出的作用。具体来说1)教师提问种类比较单一,没有触及学生兴趣点,影响学生参与的积极性;2)教师提问后留给学生思考的时间不足影响学生作答的准确性和创造性;3)教师不重视提问策略的运用,对于学生的参与没有恰当的鼓励;4)教师自己给出的反馈太粗枝大叶,不能使得学生从问题中获得较大的收益。对实验班的研究发现:总体上,改进后的教师提问对高中生的口语输出能力有较大的提高。首先提问类型的多样化能给学生更大空间去表达阐述自己的观点;其次,候答时间的适当延长可以让学生有充分时间思考,构思他的用词和语句;第三,适当运用提示策略能使学生的口语输出更完整;最后,正反馈中引发进一步输出的反馈及负反馈中的隐含反馈都能鼓励学生敢于表达更多的想法。这几个方面都显著影响学生口语输出的输出量和复杂性。最后,本文指出了研究的不足和未来的改进方向基于本次实验研究结果,对当前英语口语课堂教学如何提问,提出了一些可操作性的建议,以企对目前英语课堂教学有所帮助。
[Abstract]:Teacher questioning is a common occurrence in senior high school English classroom teaching activities, is widely used for teachers and students interact. Follow the teacher questions, students enter the teachers' teaching logic, encourage students to think, from passive learning to active learning mode, at the same time, the students answer the teacher's question, can increase their confidence and deepen their thinking, to learning English more actively and enthusiastically, more importantly, in the interactive teaching activities, students' oral expression is improved. But it is a profound knowledge, according to the characteristics of students, the design problems on students' oral output have a positive effect. Based on the actual situation of teachers of senior high school English classroom questioning of questions of the existing problems and improvement scheme, and by observing the improvement effect on Teacher Questioning The relationship between the expression of output and college students' oral English, and on the basis of the optimization question, some advices about improving oral English teaching. Based on the input hypothesis, output hypothesis and interaction based on the theory, mainly using the method of investigation, interview, classroom observation and teaching class control method of four kinds of research methods, in Shanghai Nanyang model high school as the sample, randomly selected two classes of the first grade high, questioning improvement design, to explore the high school English teachers' questioning the improvement effect on students' oral output. The Shanghai Nanyang model high school the first grade students a total of 286 questionnaires, and 4 English teachers of the same grade interview, current situation of high school English teachers' classroom questioning, and find the existing problems, an improved design scheme based on this question, after two months of classroom teaching To test the effectiveness of this scheme. Two classes were selected, one is the experimental class, another class is the control class. In the teaching experiment, the experimental class teacher the researchers used the design of teacher questioning scheme, which uses the reasoning and open questions; teachers wait for 3-5 seconds give the students time to think in question; when students can not answer questions, help teachers to encourage students to express their own views; the teacher in the student answer given positive feedback or corrective feedback. In another control class, teachers in accordance with the original method of questioning teaching on the control class. Overall, the current teachers'questioning questions more casual, less consider the role of questioning on students' oral output. Specifically, 1) teacher questioning a single type and no students interested in touch, affect the enthusiasm of the students; 2) teaching Effect of lack of time for students to think about questions after the teacher students answer accuracy and creativity; 3) teachers do not pay attention to the use of questioning strategies, for the participation of students without proper encouragement; 4) teachers give feedback too crude and careless, can make students get greater benefits from the problem. The Research on the experimental class found: Overall, after the improvement of teachers' questioning can significantly improve the spoken English ability of high school students. The first question type of diversification can give students more space to express their viewpoints; secondly, waiting time prolonging can let students have sufficient time to think, thinking about his words and sentences; third, appropriate use the cue strategy can make the students' oral output more complete; finally, the positive feedback caused further output feedback and negative feedback are implicit can encourage students dare to express more feedback in The idea. These aspects have a significant influence on the output and complexity of students' oral output. Finally, this paper points out the insufficiency and the future direction of the improvement based on the experimental results, the current oral English classroom teaching how to ask questions, put forward some feasible suggestions to help enterprises on the current English classroom teaching somewhat.

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

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