初中英语阅读课教师提问的支架作用研究

发布时间：2018-05-18 00:45

本文选题：教师提问 + 支架作用　；参考：《江西师范大学》2016年硕士论文

【摘要】：作为一种课堂教师活动,教师提问一直是课堂教学中非常有效而且有用的方法。提问是英语课堂构成的主要部分,尤其是在阅读课。因此,教师提问的影响引起了很多学者的注意。大多数教师提问研究都是描述提问的作用,频次和等候时间,并未探究教师如何使用提问帮助学生掌握语言知识,学习语言。教师的支架作用是一个新的研究教师提问的角度。它意味着教师适当地使用话语工具来提高学生的语言学习。为了更好的理解教师提问的支架作用和促进在课堂上的互动达到增强学生第二语言的能力,本论文采用定性和定量相结合的方法,基于建构主义和支架理论来研究初中英语阅读课堂教师提问的支架作用。这项研究中的四个老师都是来自江西省南昌市郊区的一个初中。作者观察了每个老师的二节课,总共八节课。这些课都会被录音但是只有教师提问的部分和学生相应的回答会被转录成文字。本研究中的教师提问分类主要基于Hakansson和Lindberg(1988),即对/错问题,以or-或以Wh-开始的问题,以及LongSato(1983)的展示性问题和参考性问题之分。支架作用则基于Wood(1976),策略匪类则基于赵妮莎(2012)的教师提问策略。教师访谈作为补充研究工具,其主要目的是了解教师为何要提出各种各样问题的,以及什么问题教师认为适合初中的学生。通过这些方法,本研究试图回答以下问题:(1)老师在初中英语阅读课堂上问了哪些类型的问题?在哪一个阶段教师问的问题最多?(2)在初中英语阅读课堂,教师提问采用了哪些策略?(3)教师通过提问策略实现哪些教师支架作用?研究结果发现,所有的老师,无论年轻还是年长,都经常问wh-形式的问题。在阅读中这一阶段,他们所提的展示性问题相比要多于参考性问题。原因可能有两个,一个是初中生是英语初学者,所以展示性问题可以刺激他们更多的产出和增加信心;尽管两个年长的老师,T3和T4,尽管他们的参考性问题数量较多,但他们问得更多仍是展示性的问题。二是在初中,课文阅读是学生如何学习阅读的基础,因此所有的老师都喜欢在阅读阶段问问题。这个阶段是一个重要的阶段,教师应该给予更多的支架帮助给初中的学生让他们可以阅读更准确和顺畅。提问的策略确切的分为重复(改述),简化(提示),简化(缩小),探问,叫别的学生回答,自我解释和延长等待时间。在这个七个策略中,教师采用的最多的是探问,这是因为这能增加学生参与课堂的热情性。其次使用较多的是提示,当老师们认为学生的回答不满意,他们会提供更多的信息或者暗示来帮助学生。这也被认为是让学生参与互动的一种有效的方式。所有的老师都很少自己解释问题的答案。在教师和学生的互动中,老师们总是通过支架性的问题帮助学生建立语言知识,使得学生积极参与到课堂教学活动,而且动态的课堂气氛有助于学习语言。最广泛的支架帮助是DM(维持既定目标)。老师经常探问学生让他们对问题说的更多和保持对讨论的兴趣。其次是RDF(简化问题),即当学生理解不了问题或者给出错误回答时,老师们总是重复问题,探问学生和延长等待时间来简化问题帮助学生给出正确答案。本研究有助于了解低幼学习者英语阅读课堂中的教师提问。
[Abstract]:As a classroom teacher's activity, teacher questioning has been a very effective and useful method in classroom teaching. Asking questions is the main part of the English class, especially in the reading class. Therefore, the influence of teachers' questions has aroused the attention of many scholars. Most of the teachers' questioning studies are the roles of describing questions, frequency and waiting. It does not explore how teachers use questions to help students master language knowledge and learn language. The role of teachers' scaffolding is a new angle for teachers to ask questions. It means that teachers appropriately use discourse tools to improve students' language learning. In order to better understand the role of teacher questioning and promote the interaction in the classroom. In order to enhance the students' second language ability, this paper uses a combination of qualitative and quantitative methods, based on Constructivism and scaffolding theory to study the scaffolding of junior high school English reading classroom teachers. The four teachers in this study were from a junior middle school in the suburb of Nanchang, Jiangxi. The author observed each teacher. Two classes, a total of eight classes. These classes will be recorded, but only the teachers' questions and students' answers will be transcribed into text. The classification of teachers in this study is mainly based on Hakansson and Lindberg (1988), that is, the question of / or error, the questions starting with or- or Wh-, and the display and reference of LongSato (1983). The part of the problem is based on Wood (1976), and the strategy bandits are based on Zhao Nisha's (2012) teacher questioning strategy. Teacher interviews are used as supplementary research tools. The main purpose of this study is to understand why teachers propose a variety of questions and what problems teachers think appropriate to junior high school students. Through these methods, this study tries to answer the question. The following questions are: (1) what types of questions are teachers asked in the junior middle school English reading class? At which stage teachers ask most of the most questions? (2) what are the strategies for teachers' Questioning in Junior English reading classes? (3) what teacher support is the teacher's implementation through questioning strategies? The results have been found that all teachers, young or young Older, often asked questions about the wh- form. In this stage of reading, they put forward more than a reference problem. There may be two reasons. One is that junior high school students are beginners in English, so the display questions can stimulate their more output and confidence; despite the two older teachers, T3 and T4, despite him, There are a large number of reference questions, but they ask more about the problem of display. Two is in junior high school, reading is the basis of how students learn to read, so all teachers like to ask questions at the reading stage. This stage is an important stage, and teachers should give more support to help students in junior middle school. They can read more accurately and smoothly. The strategy of asking questions is exactly divided into repetition, simplification, simplification, inquiry, asking other students to answer, self explanation and prolonging the waiting time. In these seven strategies, the most important thing for teachers is to ask, this is because this can increase the enthusiasm of students to participate in the classroom. Secondly, More often, it is suggested that when teachers think the students' answers are dissatisfied, they will provide more information or hints to help students. It is also considered an effective way for students to participate in the interaction. All teachers rarely explain the answers to their questions. Teachers and students always pass through the scaffold in the interaction between teachers and students. The question of sex helps students to build language knowledge so that students are actively involved in classroom activities, and the dynamic classroom atmosphere helps to learn the language. The most extensive support is DM (maintaining the established goal). Teachers often ask students to let them speak more about problems and keep their interest in discussion. Secondly, RDF (simplification), When the students can not understand the problem or give the wrong answer, the teachers always repeat the questions, ask the students and extend the waiting time to help the students to give the correct answers. This study helps to understand the teachers' questions in the English reading class of the young learners.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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