初中英语经验型教师与新手型教师课堂提问个案研究

发布时间：2018-10-12 18:43

【摘要】：在教师课堂话语中,提问占了相当的比例,它被视为有效教学的核心。然而,目前的教师课堂提问主要研究的是大学英语课堂,初中英语课堂提问的研究相对较少。本文以二语习得中的克拉森可理解性输入理论,迈克郎的互动假说和斯万的输出假说为理论依据,选取了桂林市一所中学的一名经验型英语教师和一名新手型英语教师,就课堂提问的类型、提问策略、等待时间和反馈方式方面进行对比分析,旨在了解他们提问的总体请况,最后根据他们提问存在的一些问题,提出了相应的建议,希冀为新手型教师提高他们提问技巧有所帮助以及促进教师们的专业发展。本文通过课堂观察和访谈,试图回答以下研究问题：(1)经验型教师与新手型教师在课堂提问方面存在什么异同和特点?(2)他们分别存在什么问题?原因是什么?基于课堂观察和访谈材料分析,得到以下结论：经验型教师与新手型教师在课堂提问中的提问类型、提问策略以及反馈方式方面的差异不大,在等待时间方面存在较大的差异,具体的是(1)经验型教师与新手型教师在提问类型差不多,都是展示性问题多于参考性问题,主要原因是他们在课堂上更强调语言知识的讲解,课堂以教师为中心以及与学生的水平有关；(2)提问策略方面,他们用得最多的是提示和重复策略,其次是追问策略,最少是转向提问策略,他们都能很好的运用提示和重复策略,但对追问和转向策略都不太熟悉,说明老师们缺乏相应的提问策略理论；(3)等待时间方面,经验型教师的平均等待时间要比新手型教师的要长,经验型教师有着丰富的教学经验能够把握时间的分配以及问题的难易程度,而新手老师经验较少,对时间的把握不够以及与她急性子有关；(4)反馈方式方面,两者都偏爱积极反馈方式,消极反馈较少,他们都认为积极反馈有助于学生积极参与课堂,增加学生的自信。最后,作者针对这些问题,提出了一些建议：(1)老师应该转变教学观念,课堂应以学生为中心,课堂上教师应该多注意语言的意义和交流而不仅仅强调语言的形式和准确性；(2)教师应加强对提问策略方面的理论知识的学习,课堂上灵活使用各种提问策略；(3)当学生回答问题时,教师要有耐心,此外,新手型教师应向经验型教师学习,即对于新手教师应要提前把握好问题难易程度,分配好时间；(4)教师在给与反馈时,应该要及时准确。希望这些建议能给老师们一些参考的价值,促进其专业发展。
[Abstract]:In the classroom discourse of teachers, questions account for a considerable proportion, which is regarded as the core of effective teaching. However, at present, teachers' classroom questioning is mainly focused on college English classes, and junior middle school English classroom questions are relatively few. Based on Klaassen's comprehensible input theory in second language acquisition, Michael Lang's interaction hypothesis and Swan's output hypothesis, this paper selects an empirical English teacher and a novice English teacher from a middle school in Guilin. This paper makes a comparative analysis on the types, strategies, waiting time and feedback methods of classroom questions, in order to understand the general situation of their questions, and finally puts forward some corresponding suggestions according to the problems that exist in their questions. It is hoped that it will be helpful for novice teachers to improve their questioning skills and promote their professional development. Through classroom observation and interview, this paper tries to answer the following research questions: (1) what are the similarities and differences between experiential teachers and novice teachers in classroom questioning? (2) what problems do they have respectively? Why? Based on the analysis of classroom observation and interview materials, the following conclusions are drawn: there are no significant differences in the types of questions, question strategies and feedback methods between experiential teachers and novice teachers, and there are great differences in waiting time. The specific points are: (1) experiential teachers and novice teachers have similar types of questions, which are more demonstrative than referential, mainly because they emphasize the explanation of language knowledge in the classroom. The classroom is teacher-centered and related to the students' level. (2) in the aspect of questioning strategies, the most frequently used strategies are prompts and repetition strategies, followed by questioning strategies, or at least turning to question strategies. They can use hint and repetition strategy very well, but they are not familiar with the question and turn strategy, which indicates that teachers lack the corresponding theory of question strategy; (3) waiting time, The average waiting time of experiential teachers is longer than that of novice teachers. Experiential teachers have rich teaching experience to grasp the allocation of time and the difficulty of problems, while novice teachers have less experience. (4) in the aspect of feedback mode, both of them prefer positive feedback mode, but negative feedback is less. They both think that positive feedback helps students to participate actively in class and increase students' self-confidence. Finally, the author puts forward some suggestions: (1) the teacher should change the teaching concept, the classroom should be student-centered, and the teacher should pay more attention to the meaning and communication of the language, not only the form and accuracy of the language; (2) Teachers should strengthen their learning of theoretical knowledge of questioning strategies, and use all kinds of questioning strategies flexibly in class. (3) when students answer questions, teachers should be patient, in addition, novice teachers should learn from experiential teachers. That is to say, the novice teachers should grasp the difficulty in advance and allocate the time well; (4) when giving feedback, teachers should be timely and accurate. Hope these suggestions can give teachers some reference value and promote their professional development.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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