新手型与经验型教师在高中英语阅读教学中课堂提问的比较研究
发布时间：2018-11-24 15:05
【摘要】：课堂提问占据了课堂教学的重要部分,通过课堂提问,教师不但可以传递信息,使学生参与课堂交流与互动,还可以使学生调整自己的语言,使其更具有可理解性,因此对教师课堂提问的研究对教学具有重要的意义。目前,对教师课堂提问的研究大多集中在大学英语课堂上,而对高中英语教师课堂提问的研究相对较少,同时对于不同种类教师的课堂提问的对比研究也相对较少。本研究以国内外相关研究为基础,试图探究经验型教师和新手型教师的课堂提问行为差异,拟解决以下关键问题:[1]新手型与经验型教师在英语阅读教学中问题设计、提问类型、提问策略、叫答方式、候答时间、教师反馈、提问后的反思这几个方面存在哪些异同,各自有哪些问题存在?[2]新手型与经验型教师在英语阅读课堂提问方面存在差异的主客观原因有哪些?[3]教师实际的课堂提问行为与学生对教师提问的期待有何差异?哪种教师的课堂提问更能满足学生的期待?本研究选取武汉市重点高中——武汉外国语学校高中部的四位英语教师(新手型和经验型教师各两名)以及68名学生为研究对象,两位经验型教师都是具有高级职称,教龄超过十年的优秀的学术带头人,而两位新手型教师工作都不满三年,有的获得初级职称,有的没有职称。参与调查的68名学生均来自于这四个教师的班级。本研究以教师课堂提问行为为切入点,通过课堂观察、录音与转写、问卷调查和访谈等研究方法得出以下结论:经验型教师和新手型教师在课堂提问方面存在一些相似之处,主要表现为在课堂提问中两者都更倾向于展示性问题;两类老师都能在课堂教学中运用多元化的提问策略,尤其是解释策略;两类教师用的最多的叫答方式都是点名回答;在教师提问后,两类教师都没有给学生留有足够长的等待时间。另一方面,经验型教师和新手型教师在课堂提问上也存在着显著差异。在课堂提问准备方面,经验型教师比新手型教师更加熟悉教材和学生的水平,因而能设计出更多高质量的问题,而新手型教师花费在课前问题准备上的时间却更多;在提问类型方面,经验型教师比新手型教师在提出的参考性问题和展示性问题比例方面更合理;在提问策略方面,经验型教师更擅长使用探讨和促发策略;在叫答方式方面,经验型教师能更多地鼓励学生自愿回答;在候答时间方面,经验型教师等待时间稍长;在教师反馈方面,与新手型教师相比,经验型教师更多地使用带有针对性评价的积极反馈,而不是简单的鼓励和表扬;在提问后的反思方面,经验型教师在反思方面比新手型教师花费更多的精力。最后,本文作者根据研究的分析与结果,对两类教师的课堂提问分别提出了若干建议,对提升教学效果和促进教师的自我发展有深远的影响和意义。
[Abstract]:Classroom questioning occupies an important part of classroom teaching. Through classroom questioning, teachers can not only transfer information, make students participate in classroom communication and interaction, but also make students adjust their own language to make it more comprehensible. Therefore, the study of teachers' classroom questioning is of great significance to teaching. At present, most of the researches on teachers' classroom questions are focused on college English classes, while the researches on senior high school English teachers' classroom questions are relatively few, and the contrastive studies on different kinds of teachers' classroom questions are also relatively few. Based on domestic and foreign studies, this study attempts to explore the differences between experiential and novice teachers in classroom questioning behavior, and tries to solve the following key problems: [1] the problem design of novice and experiential teachers in English reading teaching; What are the similarities and differences in the types of questions, the strategies of asking questions, the way of answering calls, the waiting time, the feedback of teachers, the reflection after asking questions, What problems do they have? [2] what are the subjective and objective reasons for the differences between novice and experiential teachers in English reading classroom questioning? [3] what are the differences between teachers' actual classroom questioning behavior and students' expectations of teachers' questioning? What kind of teacher's classroom questions can better meet the expectations of students? In this study, four English teachers (two novice and two experiential teachers) and 68 students from Wuhan Foreign language School, a key senior high school in Wuhan, were selected as the subjects of the study. Excellent academic leaders with more than ten years of teaching, and both novice teachers have less than three years of work, some with junior titles and others with no titles. The 68 students surveyed all came from the four teachers' classes. Through classroom observation, recording and writing, questionnaire survey and interview, the author draws the following conclusions: there are some similarities between experiential teachers and novice teachers in classroom questioning. The main performance is that both of them tend to display questions in classroom questioning; Both types of teachers can use a variety of strategies in classroom teaching, especially the strategy of explanation. After the teacher asked questions, neither type of teacher left long enough waiting time for the students. On the other hand, there are significant differences between experiential teachers and novice teachers in classroom questioning. In the aspect of classroom question preparation, experiential teachers are more familiar with the level of textbooks and students than novice teachers, so they can design more high-quality questions, while novice teachers spend more time on pre-class problem preparation. In the question type, the experiential teachers are more reasonable than the novice teachers in the proportion of the reference questions and the display questions, and the experiential teachers are better at using the discussion and promotion strategies in the questioning strategies. In the aspect of answering method, experiential teachers can encourage students to answer voluntarily, and experiential teachers can wait a little longer in waiting time. In teacher feedback, experiential teachers use positive feedback with targeted evaluation rather than simple encouragement and praise compared with novice teachers. In the aspect of reflection after questioning, experiential teachers spend more energy on reflection than novice teachers. Finally, according to the analysis and results of the research, the author puts forward some suggestions for the two kinds of teachers' classroom questioning, which has far-reaching influence and significance on improving the teaching effect and promoting the teachers' self-development.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2354179
[Abstract]:Classroom questioning occupies an important part of classroom teaching. Through classroom questioning, teachers can not only transfer information, make students participate in classroom communication and interaction, but also make students adjust their own language to make it more comprehensible. Therefore, the study of teachers' classroom questioning is of great significance to teaching. At present, most of the researches on teachers' classroom questions are focused on college English classes, while the researches on senior high school English teachers' classroom questions are relatively few, and the contrastive studies on different kinds of teachers' classroom questions are also relatively few. Based on domestic and foreign studies, this study attempts to explore the differences between experiential and novice teachers in classroom questioning behavior, and tries to solve the following key problems: [1] the problem design of novice and experiential teachers in English reading teaching; What are the similarities and differences in the types of questions, the strategies of asking questions, the way of answering calls, the waiting time, the feedback of teachers, the reflection after asking questions, What problems do they have? [2] what are the subjective and objective reasons for the differences between novice and experiential teachers in English reading classroom questioning? [3] what are the differences between teachers' actual classroom questioning behavior and students' expectations of teachers' questioning? What kind of teacher's classroom questions can better meet the expectations of students? In this study, four English teachers (two novice and two experiential teachers) and 68 students from Wuhan Foreign language School, a key senior high school in Wuhan, were selected as the subjects of the study. Excellent academic leaders with more than ten years of teaching, and both novice teachers have less than three years of work, some with junior titles and others with no titles. The 68 students surveyed all came from the four teachers' classes. Through classroom observation, recording and writing, questionnaire survey and interview, the author draws the following conclusions: there are some similarities between experiential teachers and novice teachers in classroom questioning. The main performance is that both of them tend to display questions in classroom questioning; Both types of teachers can use a variety of strategies in classroom teaching, especially the strategy of explanation. After the teacher asked questions, neither type of teacher left long enough waiting time for the students. On the other hand, there are significant differences between experiential teachers and novice teachers in classroom questioning. In the aspect of classroom question preparation, experiential teachers are more familiar with the level of textbooks and students than novice teachers, so they can design more high-quality questions, while novice teachers spend more time on pre-class problem preparation. In the question type, the experiential teachers are more reasonable than the novice teachers in the proportion of the reference questions and the display questions, and the experiential teachers are better at using the discussion and promotion strategies in the questioning strategies. In the aspect of answering method, experiential teachers can encourage students to answer voluntarily, and experiential teachers can wait a little longer in waiting time. In teacher feedback, experiential teachers use positive feedback with targeted evaluation rather than simple encouragement and praise compared with novice teachers. In the aspect of reflection after questioning, experiential teachers spend more energy on reflection than novice teachers. Finally, according to the analysis and results of the research, the author puts forward some suggestions for the two kinds of teachers' classroom questioning, which has far-reaching influence and significance on improving the teaching effect and promoting the teachers' self-development.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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