課堂提問是教師最常用的教學(xué)技巧之一,是促進(jìn)師生交流的重要媒介,在外語教學(xué)中扮演著重要的角色,是外語教學(xué)研究的重要方面。目前有關(guān)課堂提問的研究對象主要以大學(xué)教師為主,而專門研究高中英語專家型教師的課堂提問尚不多,對于示范性高中和普通高中專家型教師課堂提問的對比研究則更少。專家型教師是學(xué)校教學(xué)的引領(lǐng)者,研究示范性高中和普通高中專家型教師的課堂提問差異,可為高中英語教學(xué)特別是普通高中英語教學(xué)質(zhì)量的提高提供幫助。本文基于輸入假說,交互假說和輸出假說的理論基礎(chǔ),選取了廣西來賓市的一所示范性高中和一所普通高中:來賓市高中和來賓四中,以6名專家型教師作為研究對象,就課堂提問的類型、提問的方式、等待時間、提問的策略和反饋五個方面進(jìn)行對比研究,旨在了解他們提問的總體情況,探討他們提問的差異,最后根據(jù)他們存在的問題提出相應(yīng)的建議,以期提高教師的提問技能,促進(jìn)教學(xué)質(zhì)量的提高。通過課堂觀察和訪談,本文試圖回答以下問題:（1）示范性高中和普通高中的專家型教師課堂提問的基本情況如何?（2）兩所學(xué)校專家型教師的課堂提問存在什么差異?（3）兩所學(xué)校專家教師的課堂提問存在哪些問題?基于課堂觀察的數(shù)據(jù)分析和訪談的研究發(fā)現(xiàn)... 

【文章來源】：廣西師范大學(xué)廣西壯族自治區(qū)

【文章頁數(shù)】：87 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract in Chinese
Abstract in English
Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Definitions
        2.1.1 Definitions of Expert Teacher
        2.1.2 Definitions of Classroom Questioning
    2.2 Description of Classroom Questioning
        2.2.1 Types of Questions
        2.2.2 Ways of Answering
        2.2.3 Wait Time
        2.2.4 Questioning Strategies
        2.2.5 Questioning Feedback
    2.3 Theoretical Foundations
        2.3.1 Krashen’s Input Hypothesis
        2.3.2 Long’s Interaction Hypothesis
        2.3.3 Swain’s Output Hypothesis
    2.4 Relevant Studies of Classroom Questioning Abroad and at Home
        2.4.1 Relevant Studies of Classroom Questioning Abroad
        2.4.2 Relevant Studies of Classroom Questioning at Home
Chapter Three Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Classroom Observation
        3.3.2 Interview
    3.4 Research Procedures
        3.4.1 Data Collection
        3.4.2 Data Analysis
Chapter Four Results and Discussions
    4.1 Overall Situation of Expert Teachers’ Classroom Questioning in the Demonstrative and Ordinary School
        4.1.1 Situation of Expert Teachers’ Classroom Questioning in the Demonstrative School
        4.1.2 Situation of Expert Teachers’ Classroom Questioning in the Ordinary School
    4.2 Differences of Expert Teachers’ Classroom Questioning Between the Demonstrative and Ordinary School
        4.2.1 Types of Questions
        4.2.2 Ways of Answering
        4.2.3 Wait Time
        4.2.4 Questioning Strategies
        4.2.5 Questioning Feedback
    4.3 Problems of Expert Teachers’ Classroom Questioning in the Demonstrative and Ordinary School
    4.4 Discussion
Chapter Five Implications
    5.1 Major Findings of the Study
    5.2 Pedagogical Implications
        5.2.1 Designing Questions According to the Students’ Individual Differences ..
        5.2.2 Creating a Favorable and Harmonious Teaching Atmosphere
        5.2.3 Participating in the Teaching Training and Seminar Constantly
        5.2.4 Pursuing Career Achievements Continuously
        5.2.5 Strengthening Communication of Teachers Between the Demonstrative and Ordinary School
Chapter Six Conclusion
    6.1 Conclusion of the Study
    6.2 Limitation of the Study
    6.3 Suggestions for Further Study
Appendices
    Appendix 1
    Appendix 2
    Appendix 3
Bibliography
Publications During the Postgraduate Program
Acknowledgements


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期刊論文
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博士論文
[1]有效教學(xué)研究[D]. 姚利民.華東師范大學(xué) 2004



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