從建構主義視角下探究高中英語教學有效提問
發(fā)布時間：2018-11-06 12:59
【摘要】：在中國,隨著英語課堂教學模式由“以教師為中心”向“以學生為中心”轉變,許多教師正在積極探索和嘗試各種教學形式以促進課堂互動。提問作為最常用的教學手段之一,已經(jīng)成為課堂互動不可缺少的一部分。當我們深入現(xiàn)有的課堂教學時不難發(fā)現(xiàn)兩個問題：一方面,原有教學方式的“滿堂灌”演變成了現(xiàn)在的“滿堂問”。課堂教學已經(jīng)成了“問答教學”。然而,許多提問卻是低效的,并未發(fā)揮它應有的功能。另一方面,在課堂互動的過程中,教師是提問行為的主宰者,學生提問幾乎未發(fā)生。事實上,教師提問和學生提問是相互促進相互制約的,只有把它們結合起來才能達到課堂提問效果最優(yōu)化。有效的提問可以激發(fā)學生的參與意識,幫助學生更好地理解課文,培養(yǎng)學生提出問題和解決問題的能力,從而提高英語閱讀課堂的教學效果。本文作者從建構主義的視角出發(fā),基于朗(Long)的互動假設,克拉申(Krashen)的輸入假設和斯溫(Swain)的輸出假設,在相關研究的基礎上從高中英語課堂師生有效提問兩方面著手,進一步深入研究了課堂有效提問問題,探討了什么樣的課堂提問才是有效的以及怎么樣達到最有效。本研究采取課堂觀察,教師訪談和學生問卷調查相結合的方法。首先,通過課堂觀察分析有效課堂提問行為的構成要素。再通過訪談教師探究影響教師有效提問行為形成的因素。最后通過學生問卷調查了解學生對有效課堂提問的態(tài)度。本研究的主要發(fā)現(xiàn)如下：(1)教師提出的參考性問題遠遠多于展示性問題：(2)教師使用最多的提問方式是指定學生回答和自問自答；(3)提出問題后教師很少組織學生討論；(4)教師很少留出等待時間讓學生思考而是急于得到回答；(5)盡管教師已經(jīng)意識到提問策略和反饋的重要性,但他們不能再合適的情況下有效加以利用；(6)學生回答的質量和三方面有關：問題的類型,等待時間,提問策略；(7)與教師提問相比,學生提問很少發(fā)生；(8)研究還表明,高中英語教師對有關課堂提問的理論方面了解太少。針對以上研究結果,作者提出了相應的教學建議。從自身角度出發(fā),教師應對課堂提問做出深入和系統(tǒng)的研究,掌握有效提問策略,了解如何設計有效問題,利用何種提問技巧并作出最佳反饋。從學生角度出發(fā),教師應培養(yǎng)學生主動提問的意識。在閱讀課上,只有把學生的被問變成主動地問,才能使其真正成為課堂的主人,才能使其能夠在閱讀課上有效地學到多種閱讀技能�？傊�,本研究在一定程度上充實了有效課堂提問的研究,對改善高中英語教師的提問技巧,提高課堂提問的有效性和培養(yǎng)學生“自主,探究,合作”的精神具有積極的指導意義和一定的參考價值。
[Abstract]:In China, with the transformation of English classroom teaching model from teacher-centered to student-centered, many teachers are actively exploring and trying various teaching forms to promote classroom interaction. As one of the most commonly used teaching methods, questioning has become an indispensable part of classroom interaction. When we go deep into the existing classroom teaching, it is not difficult to find two problems: on the one hand, the original teaching method of "full hall irrigation" has evolved into the present "full hall question". Classroom teaching has become a question and answer teaching. However, many questions are inefficient and do not perform their proper functions. On the other hand, in the process of classroom interaction, the teacher is the master of the questioning behavior, and the students ask questions almost never happen. In fact, teachers' questions and students' questions are mutually reinforcing and restricting each other. Only by combining them can the classroom questioning effect be optimized. Effective questioning can stimulate students' sense of participation, help students better understand the text, train students' ability to raise and solve problems, and thus improve the teaching effect of English reading class. From the perspective of constructivism, the author bases on Lang (Long) 's interaction hypothesis, Krashen (Krashen) 's input hypothesis and Swain (Swain) 's output hypothesis. On the basis of the relevant research, this paper starts with the two aspects of effective questioning in senior high school English classroom, and further studies the effective questioning in the classroom, and discusses what kind of classroom questioning is effective and how to achieve the most effective. This study adopts the method of classroom observation, teacher interview and student questionnaire. First of all, through classroom observation analysis of effective classroom questioning behavior elements. Then through interviews with teachers to explore the factors that affect the formation of teachers' effective questioning behavior. Finally, the students' attitude towards effective classroom questioning is investigated through questionnaires. The main findings of this study are as follows: (1) the reference questions put forward by teachers are far more than those on display; (2) the most frequently used questions by teachers are to appoint students to answer questions and to answer questions by themselves; (3) teachers seldom organize students' discussion after asking questions, (4) teachers seldom set aside time for students to think but are eager to get answers. (5) although teachers have realized the importance of questioning strategies and feedback, they can no longer use them effectively under suitable circumstances; (6) the quality of students' answers is related to three aspects: the types of questions, the waiting time, the questioning strategies; (7) compared with teachers' questioning, students' questioning is rare. (8) the study also shows that senior high school English teachers know too little about the theory of classroom questioning. In view of the above research results, the author puts forward the corresponding teaching suggestions. From their own point of view, teachers should make in-depth and systematic research on classroom questioning, master effective questioning strategies, understand how to design effective questions, use what questioning techniques and make the best feedback. From the point of view of students, teachers should cultivate students' awareness of asking questions on their own initiative. In the reading class, only by turning the students' questions into active questions, can they become the real masters of the class and be able to effectively learn various reading skills in the reading class. In a word, to some extent, this study enriches the study of effective classroom questioning, improves the questioning skills of English teachers in senior high school, improves the effectiveness of classroom questioning, and trains students to "explore independently". The spirit of cooperation has positive guiding significance and certain reference value.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
本文編號：2314357
[Abstract]:In China, with the transformation of English classroom teaching model from teacher-centered to student-centered, many teachers are actively exploring and trying various teaching forms to promote classroom interaction. As one of the most commonly used teaching methods, questioning has become an indispensable part of classroom interaction. When we go deep into the existing classroom teaching, it is not difficult to find two problems: on the one hand, the original teaching method of "full hall irrigation" has evolved into the present "full hall question". Classroom teaching has become a question and answer teaching. However, many questions are inefficient and do not perform their proper functions. On the other hand, in the process of classroom interaction, the teacher is the master of the questioning behavior, and the students ask questions almost never happen. In fact, teachers' questions and students' questions are mutually reinforcing and restricting each other. Only by combining them can the classroom questioning effect be optimized. Effective questioning can stimulate students' sense of participation, help students better understand the text, train students' ability to raise and solve problems, and thus improve the teaching effect of English reading class. From the perspective of constructivism, the author bases on Lang (Long) 's interaction hypothesis, Krashen (Krashen) 's input hypothesis and Swain (Swain) 's output hypothesis. On the basis of the relevant research, this paper starts with the two aspects of effective questioning in senior high school English classroom, and further studies the effective questioning in the classroom, and discusses what kind of classroom questioning is effective and how to achieve the most effective. This study adopts the method of classroom observation, teacher interview and student questionnaire. First of all, through classroom observation analysis of effective classroom questioning behavior elements. Then through interviews with teachers to explore the factors that affect the formation of teachers' effective questioning behavior. Finally, the students' attitude towards effective classroom questioning is investigated through questionnaires. The main findings of this study are as follows: (1) the reference questions put forward by teachers are far more than those on display; (2) the most frequently used questions by teachers are to appoint students to answer questions and to answer questions by themselves; (3) teachers seldom organize students' discussion after asking questions, (4) teachers seldom set aside time for students to think but are eager to get answers. (5) although teachers have realized the importance of questioning strategies and feedback, they can no longer use them effectively under suitable circumstances; (6) the quality of students' answers is related to three aspects: the types of questions, the waiting time, the questioning strategies; (7) compared with teachers' questioning, students' questioning is rare. (8) the study also shows that senior high school English teachers know too little about the theory of classroom questioning. In view of the above research results, the author puts forward the corresponding teaching suggestions. From their own point of view, teachers should make in-depth and systematic research on classroom questioning, master effective questioning strategies, understand how to design effective questions, use what questioning techniques and make the best feedback. From the point of view of students, teachers should cultivate students' awareness of asking questions on their own initiative. In the reading class, only by turning the students' questions into active questions, can they become the real masters of the class and be able to effectively learn various reading skills in the reading class. In a word, to some extent, this study enriches the study of effective classroom questioning, improves the questioning skills of English teachers in senior high school, improves the effectiveness of classroom questioning, and trains students to "explore independently". The spirit of cooperation has positive guiding significance and certain reference value.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
【參考文獻】
相關期刊論文 前1條
1 郁小萍;中西方學生課堂提問對比分析[J];江西社會科學;2003年05期
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