高中专家型和新手型英语教师课堂提问比较研究
发布时间：2022-10-20 16:56
在目前课堂教学的研究中,教师话语一直是研究者们关注的焦点之一;而课堂提问则是课堂教学广泛运用的技巧,教师是语言课堂中目标语的示范者,话语质量对课堂教学的组织及其成败和学生对目标语的掌握程度有直接的影响。本研究以江西省南昌市的高中英语教师的课堂提问行为为研究对象,通过教师话语的分析来对比专家型教师和新手教师课堂提问的不同之处,并从提问类型、提问方式,提问策略,等待时间等方面展开分析,重点分析研究了上述两所高中的16节英语课。本研究深入分析教师提问的现状,同学们对教师课堂提问的评价,以及专家型教师和新手教师在课堂问题的准备和具体实施上的区别,旨在为新手教师和其他教育工作者提供一些参考及建议。本研究以教师课堂提问为切入点,通过课堂实录和访谈等研究方法,得出以下结论:专家型教师和新手教师在课堂提问上存在显著差异。首先,研究发现,在面向考试的社会背景下,专家教师和新手教师都提出过多的封闭性问题。同时,新手教师更喜欢管理问题,从而使课堂气氛更加活跃,更具有交际性。第二,与专家教师相比,新手教师在较低层次的认知问题上投入了更多的时间,目的是让学生做出更积极的反应。第三,新手教师自己回答的比例明显高于...
【文章页数】：64 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter1 Introduction
1.1 The background of the study
1.2 The Significance and purpose of the study
1.3 The Organization of the thesis
Chapter2 Literature Review
2.1 Teacher Discourse
2.1.1 The definition of Teacher Discourse
2.1.2 Classifications of Teacher Discourse
2.2 Classroom Questioning
2.2.1 The definition of classroom questioning
2.2.2 The categorization of questioning types
2.2.3 The cognitive level of questions
2.2.4 Questioning methods
2.2.5 Questioning strategies
2.2.6 Waiting Time
2.3 Research on Teacher Questioning at Home and Abroad
2.4 Theoretical Hypothesis
2.4.1 Longs interaction hypothesis
2.4.2 Class discourse analysis
2.5 Summary
Chapter3 Research Methodology
3.1 Research questions
3.2 Participants
3.2.1 Teachers
3.2.2 Students
3.3 Research Tool
3.3.1 Classroom observation
3.3.2 Interviews
3.4 Data collection and analysis
Chapter4 Results and Discussions
4.1 The differences in questioning types
4.2 Cognitive Level of Question
4.3 The differences in questioning methods
4.4 The difference in questioning strategies
4.5 The differences in Wait-time
Chapter5 Conclusions
5.1 Major findings
5.2 Implications for language teaching and learning
5.3 Limitations of the Current Research
Bibliography
Appendix A
Transcriptions sample (1)
Transcriptions sample(2)
Appendix B The Scale or Classroom Observation
Appendix C Interview for Teachers
Appendix D Samples of interview with Expert teacher1
ACKNOWLEDGEMENTS
在读期间公开发表论文(著)及科研情况
本文编号：3694937
【文章页数】：64 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter1 Introduction
1.1 The background of the study
1.2 The Significance and purpose of the study
1.3 The Organization of the thesis
Chapter2 Literature Review
2.1 Teacher Discourse
2.1.1 The definition of Teacher Discourse
2.1.2 Classifications of Teacher Discourse
2.2 Classroom Questioning
2.2.1 The definition of classroom questioning
2.2.2 The categorization of questioning types
2.2.3 The cognitive level of questions
2.2.4 Questioning methods
2.2.5 Questioning strategies
2.2.6 Waiting Time
2.3 Research on Teacher Questioning at Home and Abroad
2.4 Theoretical Hypothesis
2.4.1 Longs interaction hypothesis
2.4.2 Class discourse analysis
2.5 Summary
Chapter3 Research Methodology
3.1 Research questions
3.2 Participants
3.2.1 Teachers
3.2.2 Students
3.3 Research Tool
3.3.1 Classroom observation
3.3.2 Interviews
3.4 Data collection and analysis
Chapter4 Results and Discussions
4.1 The differences in questioning types
4.2 Cognitive Level of Question
4.3 The differences in questioning methods
4.4 The difference in questioning strategies
4.5 The differences in Wait-time
Chapter5 Conclusions
5.1 Major findings
5.2 Implications for language teaching and learning
5.3 Limitations of the Current Research
Bibliography
Appendix A
Transcriptions sample (1)
Transcriptions sample(2)
Appendix B The Scale or Classroom Observation
Appendix C Interview for Teachers
Appendix D Samples of interview with Expert teacher1
ACKNOWLEDGEMENTS
在读期间公开发表论文(著)及科研情况
本文编号：3694937
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