高中英语课堂学生提问调查研究

发布时间：2018-07-14 09:36

【摘要】：在过去的几十年间,关于课堂提问的研究多集中在教师提问上,而对学生提问的研究相对较少。研究人员和教师们已经意识到课堂上学生提问的缺乏,并且这一领域的研究在国外获得越来越多的关注。而国内关于学生提问的研究起步较晚,且大多集中在理论研究上。研究者们以不同学校不同阶段的学生作为研究对象,然而,高中生却很少被选为这一领域的研究被试。因此,本研究旨在调查高中英语课堂中的学生提问现象。本研究旨在调查高中英语课堂学生提问的现状,找出影响学生提问的因素以及提高学生提问能力的策略。为了达到这一目的,本研究试图调查以下几个问题:(1)高中英语课堂中学生提问的现状如何?(2)影响学生在高中英语课堂屮提问的因素有哪些?(3)在高中英语课堂中应使用怎样的策略来提高学生的提问能力?研究被试是永修一中的148位高中学生和10位高中英语老师。所有参加本次研究的学生都是高一年级的新生而且都已有六年以上的英语学习经历。本研究设计了课堂观察、问卷调查以及个人访谈三种研究方法并且应用了SPSS软件分析所得数据。本研究发现高中学生并没有意识到学生提问的重要性,很少在英语课堂上发问。学生提问的类型不平衡,且大多集中在记忆性以及聚敛性问题上。本研究还发现三大因素影响着高中英语课堂的学生提问现象,即:学生因素,教师因素和其它方面的因素。此外,本研究还总结出了提高学生提问能力的五条策略:培养和谐的师生关系,激发学生的好奇心,形成学习小组,多给积极的反馈少纠错,以及合理安排提问时间。参照研究结果,本文为改善学生课堂提问现象提出了几点建议。首先,教师应该关注学生的情感教育,尤其是那些性格内向以及英语水平较低的学生。第二,英语口语水平有助于学生在课堂上提问。第三,教师应该端正他们对于学生提问的态度,并且提供更多的时间让学生提问。最后,在有限的课堂时间内丰富课堂内容对教师来说非常有必要。
[Abstract]:In the past few decades, the research on classroom questioning has focused on teachers' questions, but on students' questions. Researchers and teachers have been aware of the lack of students asking questions in the classroom, and more attention has been paid to this field abroad. However, the domestic research on student questioning started late, and mostly focused on theoretical research. However, high school students are rarely selected as subjects in this field. Therefore, the purpose of this study is to investigate the phenomenon of students asking questions in high school English classes. The purpose of this study is to investigate the present situation of students' questioning in senior high school English classroom, and to find out the factors that affect the students' questioning and the strategies to improve the students' ability to ask questions. To this end, This study attempts to investigate the following questions: (1) what is the status quo of middle school students' questioning in senior high school English classroom? (2) what are the factors that affect students' questioning in high school English classroom? (3) what strategies should be used in high school English classroom? High students' ability to ask questions? The subjects were 148 high school students and 10 high school English teachers in Yongxiu Middle School. All the students in this study are freshmen and have been studying English for more than six years. This study designed three research methods, classroom observation, questionnaire and personal interview, and used SPSS software to analyze the data. The present study finds that high school students are not aware of the importance of asking questions and rarely ask questions in English classes. The types of questions asked by students are unbalanced, and most of them focus on memory and accumulation. The present study also finds that three factors affect the students' questioning in high school English classroom, that is, the student factor, the teacher factor and other factors. In addition, this study also summarizes five strategies to improve students' ability to ask questions: cultivating harmonious teacher-student relationship, arousing students' curiosity, forming study groups, giving more positive feedback and less error correction, and rationally arranging questioning time. According to the results of the research, this paper puts forward some suggestions for improving the phenomenon of students' questioning in class. First of all, teachers should pay attention to students' emotional education, especially those who are introverted and have a low level of English. Second, oral English helps students ask questions in class. Third, teachers should correct their attitude to students' questions and provide more time for students to ask questions. Finally, it is necessary for teachers to enrich classroom content in limited classroom time.
【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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