优秀初中英语教师课堂提问个案研究

发布时间：2018-04-10 15:47

本文选题：优秀教师提问 + 初中英语　；参考：《安庆师范大学》2017年硕士论文

【摘要】：教师话语一直是英语教学研究中的一个重要课题。它在课堂教学中也起着重要的作用,为教学的成功奠定了基础。在英语教学过程中,教师提问是教师话语中不可缺少的一部分。有效的教师提问是组织英语课堂的关键。教师可以通过提问和反馈来激发学生的思维,培养他们的语言能力。初中英语教师需要提高自己的提问能力,但他们缺乏足够的参考。此外,虽然目前有一些对教师提问的研究,但他们主要集中在提问策略和技巧方面。对优秀初中英语教师的高效提问的研究明显缺乏。本文选择了5例2015年11月在青岛举行的第十一届全国初中英语示范课的优秀案例,对这些优秀课例中的教师提问进行研究。笔者试图从提问类型、提问策略、等待时间、问题分布和教师反馈五个方面总结出优秀英语教师提问的一些共性和特点。通过对这些课程的录像和收集资料的分析,采用定性和定量相结合的研究方法,主要发现如下:(1)提问类型:优秀教师在课堂上提出的陈述性问题多于参考性问题。但参考性问题的比例大于普通教师的比例。(2)提问策略:优秀教师能够采用多种提问策略指导学生回答问题。(3)问题分布:五位优秀教师都有自己更喜欢的学生。他们经常提问同一个学生。(4)等待时间:数据显示,五位教师的平均等待时间是4.64s,这表明优秀的教师给了学生足够的时间思考问题。(5)教师的反馈:优秀教师均采用积极的反馈来评价学生的答案。重复加表扬反馈(39.4%)在课堂上使用最频繁。基于以上的研究结果,根据输入假说,输出假设和互动假设对本研究提供的理论基础,本文就初中英语课堂教师提问提供了一些启示和建议,希望能就提高初中英语教师的课堂提问能力方面给出参考,进而提高初中英语教师的教学能力和教学质量。以下是一些主要的建议:(1)教师应注意平衡陈述性问题与参考性问题的比例。(2)教师应根据不同的问题类型、问题的难度和学生的水平来改变他们的提问策略。(3)在问题分配上,教师应平衡提问分布,合理分配问题。(4)在等待时间方面,教师应给予学生足够的时间去考虑他们提出的问题。(5)对于反馈形式,积极反馈是主要的反馈形式。教师应多鼓励和表扬学生。但是,本研究难免存在样本量少、作者能力有限等不足,因此,本文最后指出了本研究的不足之处和进一步研究的方向。
[Abstract]:Teacher talk has always been an important topic in English teaching research.It also plays an important role in classroom teaching and lays the foundation for the success of teaching.In the process of English teaching, teachers' questioning is an indispensable part of teacher's discourse.Effective teacher questioning is the key to organizing English class.Teachers can stimulate students' thinking and develop their language ability by asking questions and feedback.Junior high school English teachers need to improve their ability to ask questions, but they lack sufficient reference.In addition, although there are some researches on teachers' questioning, they mainly focus on questioning strategies and techniques.The research on the effective questioning of excellent junior middle school English teachers is obviously lacking.In this paper, five excellent cases of the 11th National Junior English demonstration course held in Qingdao in November 2015 are selected and the teachers' questions in these excellent examples are studied.The author tries to sum up some common features and characteristics of excellent English teachers' questions from five aspects: the type of questioning, the strategy of questioning, the waiting time, the distribution of questions and the feedback of teachers.Through the analysis of the video recording and data collection of these courses, the qualitative and quantitative research methods are adopted. The main findings are as follows: the outstanding teachers put forward more declarative questions than reference questions in the classroom.But the proportion of referential questions is larger than that of ordinary teachers. 2) Question-asking strategies: excellent teachers can use a variety of questioning strategies to guide students to answer questions. 3) the distribution of questions: all five excellent teachers have their own preferred students.They often ask the same student how long they wait: the data shows,The average waiting time of the five teachers is 4.64s, which shows that the excellent teachers give students enough time to think about the questions. 5) the feedback of the teachers: all the excellent teachers use positive feedback to evaluate the students' answers.Repetition plus praise feedback is 39. 4%) most frequently used in class.Based on the above results, and based on the theoretical basis provided by the input hypothesis, output hypothesis and interaction hypothesis, this paper provides some enlightenment and suggestions for English classroom teachers in junior high school.It is hoped that this paper can give some references to improving the classroom questioning ability of junior middle school English teachers, and then improve the teaching ability and teaching quality of junior middle school English teachers.Here are some major suggestions: 1) Teachers should pay attention to balancing the proportion of declarative and referential problems. Teachers should change their question strategies according to different types of problems, difficulty of problems and students' level).In the aspect of waiting time, teachers should give students enough time to consider their questions. 5) for the form of feedback, positive feedback is the main form of feedback.Teachers should encourage and praise students more.However, there are some shortcomings in this study, such as small sample size and limited author's ability. Therefore, this paper finally points out the shortcomings of this study and the direction of further research.
【学位授予单位】：安庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】