高中英语课堂提问研究

论文摘要

提问是课堂教学的重要组成部分,是教师输入信息,传递信息,与学生共享信息,达到师生双边交流的重要渠道。本文以高中英语教师的课堂提问行为为研究对象,以辽宁地区新课标高中英语课为研究样本,采用课堂实录,问卷调查及后续访谈等方法,重点分析研究了其中具有代表性的5位英语教师的课。本研究目的是通过分析高中英语教师课堂提问的现状,并了解学生对教师提问的期望和反馈,探索高中英语教师真正发挥学生主体地位的提问策略,以期提高高中英语课堂教学提问的质量,为新课程下提高外语教学的有效性提供建议。本研究观察了新课程改革中建平县实验中学五名英语教师的课堂,并对该校约100名高二学生进行问卷调查,根据问卷回答情况,在本校学生中随机选取20名作了访谈,还访谈了他们的五位英语教师,研究了以下几个问题：1)高中英语教师课堂提问类型,分配,等候时间及反馈形式2)高中英语课存在的问题3)优化课堂提问的有效途径研究结果发现,当前新课程改革下的高中英语课堂教学中依旧存在着“只讲不问”,或“为提问而提问”的现象,而教师对学生在“提问”方面的观点了解不多最后,基于本研究的发现,笔者对改善和提高高中英语教师课堂提问质量提出了一些相应的建议。

论文目录

• 摘要
• Abstract
• 1 Introduction
• 1.1 Background of the study
• 1.2 Significance and Purpose of the Study
• 1.3 Organization of the Thesis
• 2 Literature Review
• 2.1 Related theories
• 2.2 The related research at home and abroad on Classroom Questioning
• 2.2.1 Question types
• 2.2.2 Questioning strategies
• 2.2.3 Wait-time
• 2.2.4 Teacher feedback
• 2.2.5 A selective summary of question studies
• 3 Research Methodology
• 3.1 Research questions
• 3.2 Subjects of the Study
• 3.3 Instruments of the Experiment
• 3.3.1 Classroom observation
• 3.3.2 Interviews
• 3.3.3 Questionnaires
• 3.3.4 Data Collection and Analysis
• 4 Research and Discussion
• 4.1 Question Types
• 4.1.1 More Display Questions than Referential Questions
• 4.1.2 The Frequency of Question Types Takes a Great Variety
• 4.1.3 Teacher Question Types and the Students' Production
• 4.2 Questioning Strategies Applied in Class
• 4.2.1 Not Apply Questioning Strategies to All Questions
• 4.2.2 Most Repeating and Redirecting
• 4.2.3 Prompting
• 4.2.4 Probing
• 4.2.5. Redirecting
• 4.2.6. Paraphrasing
• 4.3 Wait-time
• 4.4 The Characteristics of Feedback
• 4.4.1 More Positive Feedback than Negative Feedback
• 4.4.2 Features of Positive Feedback
• 4.4.3 Features of Negative Feedback
• 4.5 Question Distribution
• 5 Conclusion
• 5.1 Findings of the Research
• 5.2 Suggestions
• 5.2.1 Ways to Pose Questions
• 5.2.2 Training of Teachers
• 5.3 Limitations and Further Study
• REFERENCES
• Acknowledgements