城乡初中英语教师课堂提问的对比研究

发布时间：2018-04-03 19:11

本文选题：课堂提问　切入点：城市教师　出处：《山西师范大学》2017年硕士论文

【摘要】：课堂提问是英语课堂教学中的重要组成部分。教师话语一直是课堂教学研究的焦点,而课堂提问是比较常用的一种话语形式。现阶段,我国中学教育存在城乡二元结构,这使得调查中学英语课堂提问,尤其是不同地区的课堂提问具有较为重要的现实意义。本研究选择初中课堂提问作为研究切入点,对原平市城乡4所初中学校共64名英语教师进行了问卷调查,调查针对城市英语教师和乡村英语教师,在对课堂提问的态度,课前准备、课中对课堂提问的生成以及课后对课堂提问的反思四个方面的相似和差异。然后通过课堂观察于真实的教学情境中,选择3名城市英语教师和3名乡村英语教师的共12节课,这六位英语教师都具有5年以上教龄。作者运用课堂观察量表从提问类型、提问策略,提问后的等待时间、教师提问反馈四个角度,对城市英语教师和乡村英语教师的课堂提问进行比较,然后探析两个地方的英语教师课堂提问的相似和差异。调查问卷的研究结果表明:(1)教师对课堂提问的态度。城市教师和乡村教师普遍都认为课堂提问重要,对提高学生参与课堂互动重要。提问的主要目的大都是检查学生理解情况。但是城市教师对提问和策略更加重视,他们提问为了激发学生思维而有些乡村教师是为了复习知识。(2)教师课前对课堂提问的准备。城乡老师在设计问题的过程中,大部分都会关注学生的认知,注重教学目标和重难点。但是城市教师有更强的意识,他们根据教学经验或者互联网在课前精心设计问题,所以花费时间较长,同时将问题与知识点结合后写在教案中。而乡村教师粗略考虑问什么,问题大部分来自教科书或参考书,所以在问题设计上的花费时间比较少。(3)课堂组织过程。城市英语教师在提问时善于利用小组合作解决难的问题,更习惯提出有思考价值的问题。乡村教师不经常利用小组合作来解决较难的问题,教师自己直接说出答案也不关注问题是否有思考价值(4)课后反思。城乡英语教师在课后大都会进行反思,城市教师是“以学生为中心”,而乡村教师则是“以教师为中心”。同时,很多乡村教师对课堂提问感到有些压力。课堂观察研究结果表明:(1)课堂提问类型,展示性问题明显多于参考性问题。城市教师的提问总数和展示性问题多于乡村教师,乡村教师极少使用参考性问题。(2)城市教师的在各种提问策略的分布上更加平衡。乡村教师提问策略倾向于重复和解释两种策上。(3)城市英语教师给出的等待时间长于乡村教师。(4)教师反馈,城乡教师的积极反馈数量都多于消极反馈,积极反馈方面教师多采用简单表扬,消极反馈方面多是教师直接改正。但是城市教师使用积极反馈的比例高于乡村教师。根据上述结论,本研究提出一些建议,由于时间不足和自身研究能力有限,该研究存在一定的缺陷,只对城乡教师课堂提问的几方面进行了比较,希望对老师们有所启发。
[Abstract]:Classroom questioning is an important part in English teaching. Teachers' discourse has been the focus of research in the classroom teaching, classroom questioning is a relatively common form of discourse. At present, there are two structure in urban and rural areas of secondary education in China, which makes the investigation of the middle school English classroom questions, especially has more important realistic meaning classroom questioning in different regions. In this study, junior high school classroom questioning as the starting point, in Yuanping City 4 junior high schools a total of 64 teachers conducted a questionnaire survey, survey of City English teachers and rural English teachers in the classroom questioning attitude, pre class preparation, class of similarities and differences classroom questioning and after-school reflection on Classroom Questioning in four aspects. Then through classroom observation in real teaching situation, choose the city 3 English teachers and 3 rural English teachers A total of 12 classes, the six English teachers who have more than 5 years of age. The author uses classroom observation scale from the question types, questioning strategies, wait time after questioning, questioning the feedback four aspects of classroom questioning of city and rural English teachers of English teachers were compared, and then analysis of similarities and differences two local English teachers' classroom questioning. The questionnaire results showed that: (1) the teachers' attitude to classroom questioning. City teachers and rural teachers are generally considered important to improve classroom questioning, students participate in classroom interaction. The main purpose is to check the students' understanding of questions. But the city of teacher questioning and pay more attention to their questioning strategies, in order to stimulate students' thinking and some rural teachers to review knowledge. (2) to the classroom questioning of teachers before class. The teacher in the urban and rural problems in the process of design, Most people will pay attention to the students' cognition, focus on teaching objectives and difficulties. But the city teachers have greater awareness of them, according to the teaching experience in Internet or carefully before class, so take a long time, at the same time and knowledge with writing in the teaching. The village teacher asked what most cursory consideration. From textbooks or reference books, so in the design spends less time. (3) the classroom organization process. City English teachers make good use of group cooperation to solve the difficult problem in question, more accustomed to put forward thinking values. Rural teachers do not often use the team to solve difficult problems, the teachers themselves the answer is not directly say whether there is concern on the value (4) after reflection. Rural English teachers reflect in the metropolitan city after class, the teacher is "taking students as the center "Rural teachers is" Teacher centered ". At the same time, many rural teachers feel some pressure on Classroom Questioning in classroom observation. The results show that: (1) the classroom questioning types, much more display questions than referential questions. The city teachers' questions count and display questions than rural teachers, rural rarely used teachers' reference. (2) city teachers in the distribution of various questioning strategies on a more balanced. Rural teachers' questioning strategies tend to repeat and explain the two kinds of strategies. (3) city English teachers given waiting time longer than the village teacher. (4) the teacher feedback, positive feedback and teachers' quantity are more than negative feedback, positive feedback of the teachers to use more simple praise, negative feedback is more than teachers directly corrected. But the city teachers use positive feedback is higher than the proportion of rural teachers. According to the conclusions of this study. Some suggestions are put forward. Due to lack of time and limited ability of research, there are some shortcomings in the research. Only a few aspects of classroom questioning are compared between urban and rural teachers, hoping to inspire teachers.

【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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