【摘要】：作為課堂話(huà)語(yǔ)的一個(gè)重要組成部分,在外語(yǔ)教學(xué)領(lǐng)域提問(wèn)是教師用來(lái)組織課堂教學(xué),創(chuàng)設(shè)互動(dòng)情景,激發(fā)學(xué)生學(xué)習(xí)興趣,檢查學(xué)生的理解的一種最基本工具。因而,近幾十年來(lái)教師提問(wèn)已成為二語(yǔ)課堂的研究中心。然而,現(xiàn)有的對(duì)教師提問(wèn)的研究主要集中在教師提問(wèn)的問(wèn)題類(lèi)型,問(wèn)題分配,以及提問(wèn)后的等待時(shí)間這幾個(gè)方面,很少有研究從從社會(huì)文化理論的角度探討新手教師和專(zhuān)家型提問(wèn)的支架作用。為了探討教師問(wèn)題該如何被用來(lái)指導(dǎo)學(xué)生的語(yǔ)言學(xué)習(xí)和激發(fā)更有效的課堂互動(dòng),以及探索新手教師和專(zhuān)家型教師在有效提問(wèn)方面的不同之處,本研究在前人的研究基礎(chǔ)上進(jìn)行了實(shí)證性研究,并且采用課堂觀察和訪談法,對(duì)比研究江西省某高中英語(yǔ)課堂新手教師和專(zhuān)家型教師在EFL課堂中提問(wèn)的支架作用。本研究選取了四位老師以及他們的學(xué)生作為研究對(duì)象。作者記錄并觀察了共八節(jié)課,每位老師兩節(jié)課,每節(jié)課45分鐘。課堂錄音被轉(zhuǎn)錄成文字后,作者根據(jù)Wood等人1976年對(duì)支架作用的分類(lèi)標(biāo)準(zhǔn)對(duì)教師提問(wèn)進(jìn)行了編碼。本文共研究了教師提問(wèn)的三個(gè)方面并在新手教師和專(zhuān)家型教師之間進(jìn)行了對(duì)比:提問(wèn)類(lèi)型,修改策略,以及教師提問(wèn)的支架影響。通過(guò)對(duì)比研究,本文試圖發(fā)現(xiàn)新手教師以及專(zhuān)家型教師的提問(wèn)支架作用的異同,為教師自身的發(fā)展提供更深層次的建議。本研究解決下列三個(gè)研究問(wèn)題:(1)在EFL課堂中,新手教師和專(zhuān)家型教師提問(wèn)類(lèi)型及修改策略的頻率及分布是多少?(2)在EFL課堂中,教師如何利用問(wèn)題來(lái)進(jìn)行支架?(3)新手教師和專(zhuān)家型教師的課堂提問(wèn)的支架作用有何異同?本研究結(jié)果如下:第一,根據(jù)數(shù)據(jù)統(tǒng)計(jì),本研究發(fā)現(xiàn)課堂上教師使用的大部分問(wèn)題仍然為展示型問(wèn)題,然而,與以往的研究成果相比,參考性問(wèn)題所占的比例有所提高。專(zhuān)家型教師有意的使用更多的參考性問(wèn)題。第二,在所觀察的教師提問(wèn)中共總結(jié)了四種提問(wèn)修改策略:重復(fù),簡(jiǎn)化,追問(wèn)和自我回答。其中教師采用最多的是追問(wèn),它能更有效地促進(jìn)師生互動(dòng)。其次是簡(jiǎn)化,也是教師經(jīng)常使用的一種通過(guò)簡(jiǎn)化問(wèn)題從而引起學(xué)生更多回答的策略。當(dāng)教師發(fā)現(xiàn)學(xué)生難以回應(yīng)或注意力不集中,教師傾向采用重復(fù)策略。第三,師生互動(dòng)過(guò)程中,教師通過(guò)運(yùn)用提問(wèn)為學(xué)生解決問(wèn)題和建構(gòu)自己的語(yǔ)言知識(shí)搭建支架,使學(xué)生在課堂活動(dòng)的參與更加動(dòng)態(tài)。教師提問(wèn)的支架作用主要表現(xiàn)在維持方向。教師們通常重復(fù)他們的問(wèn)題,或者進(jìn)一步問(wèn)一些相關(guān)的問(wèn)題來(lái)維持學(xué)生們朝著目標(biāo)前進(jìn)。其次是簡(jiǎn)化問(wèn)題,當(dāng)學(xué)生們無(wú)法理解問(wèn)題或答對(duì)問(wèn)題,教師通常通過(guò)簡(jiǎn)化問(wèn)題來(lái)完成任務(wù)。緊跟其后的引起興趣和標(biāo)注關(guān)鍵特征,而示范和控制消極情緒這兩個(gè)支架功能是教師較少使用的。第四,新手教師和專(zhuān)家型教師在提問(wèn)的支架功能上有共同之處,當(dāng)然也有差異。新手教師和專(zhuān)家型教師都將支架作用視為一個(gè)具有可行性的結(jié)構(gòu),并且遵循著一定的模式,如維持方向-簡(jiǎn)化任務(wù)這個(gè)模式。并且研究發(fā)現(xiàn),并不是所有的支架功能都起著積極的作用。然而,新手教師對(duì)支架方式的掌握并不如專(zhuān)家型教師那樣?jì)故?新手教師更傾向于使用中文來(lái)重復(fù)問(wèn)題,以此簡(jiǎn)化任務(wù),這種支架并不利于學(xué)生的語(yǔ)言學(xué)習(xí)。研究還發(fā)現(xiàn),大多數(shù)新手教師在課堂互動(dòng)中,還是居于一個(gè)主導(dǎo)地位。我們可以根據(jù)研究結(jié)果得出一些針對(duì)外語(yǔ)教學(xué)方面的啟示:1)教師應(yīng)利用好提問(wèn)修改策略來(lái)促使學(xué)生回答問(wèn)題;2)教師教育過(guò)程中應(yīng)強(qiáng)調(diào)他們?cè)趯W(xué)習(xí)互動(dòng)過(guò)程中的重要支架作用;3)新手教師要多向?qū)＜倚徒處煂W(xué)習(xí),有效的使用問(wèn)題的支架功能,避免在課堂中的主導(dǎo)地位。
[Abstract]:As an important part of classroom discourse, questions in the field of foreign language teaching are one of the most basic tools for teachers to organize classroom teaching, create interactive scenes, arouse students' interest in learning and examine students' understanding. Thus, the teacher's question has become the center of the two-language classroom in recent decades. However, the current research on teacher's question mainly focuses on the question type, question allocation and waiting time after questioning. In order to explore how the teacher's problems should be used to guide the students' language learning and stimulate more effective classroom interaction, and explore the differences between novice teachers and expert teachers in effective questioning, this study has carried out the study on the basis of previous studies. And by using classroom observation and interview method, a comparative study was made on the role of novice teachers and expert-type teachers in the EFL classroom. Four teachers and their students were selected as research subjects in the study. The author recorded and observed a total of eight classes, two classes per teacher, 45 minutes per class. After the classroom recording is transcribed into words, the author codes the teacher's questions according to the classification criteria of Wood et al. in 1976. In this paper, three aspects of teacher's questions were studied and compared between novice teachers and expert-type teachers: question types, modification strategies, and the influence of teachers' questions. Through the comparative study, this paper attempts to find the similarities and differences between novice teachers and expert-type teachers, and provide a deeper suggestion for teachers' own development. This study addresses the following three research questions: (1) How much is the frequency and distribution of question types and modification strategies for novice teachers and expert teachers in EFL classrooms? (2) How can teachers make use of problems in EFL classrooms? (3) What are the similarities and differences between novice teachers and expert-type teachers in classroom questioning? The results of this study are as follows: First, according to the data statistics, this study finds that most of the problems in the classroom are still display problems, however, the proportion of reference problems is improved compared with previous research results. Expert-type teachers are interested in using more reference questions. Secondly, four question-modifying strategies are summarized in the teachers' questions: repetition, simplification, inquiry and self-answer. Among them, teachers use the most questions, it can promote the interaction between teachers and students more effectively. The second is simplification, as well as a strategy that teachers often use to get more answers to students by simplifying the problem. Teachers tend to adopt repetitive strategies when teachers find students difficult to respond or focus. Thirdly, in the course of interaction between teachers and students, teachers solve problems and build their own language knowledge to build up their support through the use of questions, so that the students' participation in classroom activities is more dynamic. The support role of the teacher's question mainly appears in the maintenance direction. Teachers usually repeat their questions, or ask questions about questions to keep the students moving towards the goal. The second is to simplify the problem, and when students are unable to understand the problem or answer questions, the teacher usually completes the task by simplifying the problem. The two support functions of demonstrating and controlling negative emotions are less used by teachers following their subsequent interest and labeling key features. Fourth, the novice teacher and the expert type teacher have something in common in the question's bracket function, of course also have the difference. Both novice teachers and expert teachers treat the scaffold as a feasible structure and follow a certain pattern, such as maintaining orientation-simplifying the task. And the study found that not all of the scaffold functions were active. However, the mastery of the way of support by novice teachers is not as good as that of expert-type teachers, and the novice teachers tend to use Chinese to repeat the problem, so as to simplify the task, which is not conducive to the students' language learning. The study also found that most of the novice teachers were in a dominant position in the classroom interaction. We can draw some enlightenment on foreign language teaching according to the results of the research: 1) The teacher should make use of the question modification strategy to impel the students to answer the questions; 3) The novice teacher should learn more and effectively use the bracket function of the problem to avoid the dominant position in the classroom.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.41

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