熟手型—新手型教师高中英语课堂提问的比较研究

发布时间：2018-11-24 20:11

【摘要】：课堂提问是课堂教学的重要组成部分,是教学过程中促进师生情感交流的重要方式,也是学习者语言输入的重要来源。因此关于教师课堂提问的研究对教学具有重要的意义。然而,笔者从查阅的文献资料中发现,国内对教师课堂提问的研究大多数集中在大学英语课堂,而对高中英语教师课堂提问的对比研究相对较少。为了提高高中英语教师专业发展水平,推进高中英语教学改革进程,笔者开展了新手型教师和熟手型教师在课堂提问行为的对比研究。本研究采用文献分析法、课堂观察法、问卷调查法和访谈法等研究方法,通过对江西省丰城市第二中学的2名英语教师和132名学生的调查研究,旨在研究以下问题:(1)新手型教师与熟手型教师在提问前的准备有何差异?(2)新手型教师与熟手型教师在提问过程方面有何差异?(3)新手型教师与熟手型教师在提问后的反思方面有何差异?调查结果显示:(1)在课堂提问前的准备方面,熟手型教师都要比新手型教师更熟悉教材和学生;(2)在课堂提问过程的六个方面,第一,在课堂提问类型方面,两位教师差异不明显,均以展示型问题为主。第二,在课堂提问策略方面,两位教师均以重复策略为主。熟手型教师以重复和解释策略为主,而新手型教师则以重复和追问策略为主。第三,在提问等待时间方面,与新手型教师相比,熟手型教师给学生的等待时间更充足。第四,在问题分配方面,熟手型教师能顾及不同位置的学生,而新手型教师则倾向于对前排学生提问。第五,在课堂回答方式方面,两位教师差异不明显,均以指定学生回答和自问自答为主。第六,在教师反馈方面,两位教师皆以积极反馈为主。但熟手型教师反馈用语相对丰富,而新手型教师反馈用语则相对单一;(3)在课堂提问后的反思方面,熟手型教师能从学生角度进行课堂提问后的反思,而新手型教师则从教师自身的角度进行课堂提问后的反思。基于以上研究结论,笔者从课前、课中以及课后三个阶段对高中英语教师课堂提问行为提出相应的建议。
[Abstract]:Classroom questioning is an important part of classroom teaching, an important way to promote emotional communication between teachers and students, and also an important source of learners' language input. Therefore, the research on teachers' classroom questioning is of great significance to teaching. However, the author finds that most of the researches on teachers' classroom questions are focused on college English classrooms, while the comparative studies on English teachers' classroom questions in senior high schools are relatively few. In order to improve the professional development of English teachers in senior high school and promote the reform process of English teaching in senior high school, the author carries out a comparative study on the behavior of novice teachers and proficient teachers in classroom questioning. In this study, two English teachers and 132 students from Fengcheng No. 2 Middle School in Jiangxi Province were investigated by means of literature analysis, classroom observation, questionnaire investigation and interview. The purpose of this paper is to study the following questions: (1) what are the differences between novice teachers and proficient teachers in their preparation before asking questions? (2) what are the differences between novice teachers and proficient teachers in the questioning process? (3) what are the differences between novice teachers and proficient teachers? What is the difference in the reflection of the proficient teacher after asking questions? The results show that: (1) in the preparation of classroom questions, the proficient teachers are more familiar with the textbooks and students than the novice teachers; (2) in the six aspects of classroom questioning, first, there is no obvious difference between the two teachers in the type of classroom questioning. Second, in the classroom questioning strategy, the two teachers are mainly repetitive strategies. Proficient teachers mainly use repetition and explanation strategies, while novice teachers focus on repetition and questioning strategies. Third, in question waiting time, compared with novice teachers, proficient teachers give students more waiting time. Fourthly, in the aspect of problem allocation, experienced teachers can take into account students from different positions, while novice teachers tend to ask questions to students in front row. Fifth, there is no obvious difference between the two teachers in classroom answer style. Sixth, in teacher feedback, the two teachers are mainly positive feedback. But the familiar teacher feedback language is relatively rich, while the novice teacher feedback language is relatively single; (3) in the aspect of reflection after classroom questioning, experienced teachers can reflect on classroom questions from the perspective of students, while novice teachers can reflect on classroom questions from the perspective of teachers themselves. Based on the above conclusions, the author puts forward some suggestions on the classroom questioning behavior of senior high school English teachers from three stages: before, during and after class.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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