發(fā)布時間：2021-10-12 12:35

　　根據(jù)互動教學觀,課堂教學不再是教師單向的知識輸出和灌輸,教學過程應該是師生之間雙向的交流和互動的過程,而教師與學生之間的互動可以通過課堂提問得以體現(xiàn)。課堂提問不僅是一種教學方法,而且還是教師了解學生掌握知識情況的重要手段。對教師來說,課堂提問能夠幫助教師及時考察學生的學習情況,吸引學生的注意力。對學生來說,課堂提問為他們提供了積極參與學習的機會,讓他們能夠訓練自己的思維能力,表達看法。有效的課堂提問是提高教學質(zhì)量的重要途徑。具體到英語學科而言,課堂提問發(fā)揮著更大的作用。英語教師的課堂提問可以成為學生學習的可理解性輸入,從而成為重要的學習資源。而且課堂提問也促使學生輸出更多的可理解性語言,給予他們更多的機會鍛煉口語。通過課堂提問,教師與學生之間的交流與互動得以實現(xiàn),整個課堂也得以繼續(xù)維持。正因為如此,課堂提問成為教學研究的重要課題。近年來,國內(nèi)外越來越多學者對課堂提問進行研究。從理論方面來講,研究主要包括提問的定義,功能,類型,原則,策略,候答時間和教師反饋等。從實踐方面來講,課堂提問的研究涉及不同的學段,如學前階段,小學,中學以及大學等,同時也涉及不同學科,如語文,數(shù)學,英語,對外漢語... 

【文章來源】：華中師范大學湖北省 211工程院校 教育部直屬院校

【文章頁數(shù)】：58 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
1. Introduction
    1.1 Research background
    1.2 Research significance
    1.3 Organization of the thesis
2. Literature Review
    2.1 Research on classroom questioning
        2.1.1 Definition of classroom questioning
        2.1.2 Functions of classroom' questioning
        2.1.3 Questioning types
        2.1.4 Questioning strategies
        2.1.5 The wait-time of classroom questioning
        2.1.6 Teachers' feedbacks
    2.2 Theoretical framework
        2.2.1 The Input Hypothesis
        2.2.2 The Output Hypothesis
        2.2.3 The Interactive Hypothesis
3. Research Design
    3.1 Research questions
    3.2 Research participants
    3.3 Research instruments
        3.3.1 Classroom observation
        3.3.2 Interview
    3.4 Research procedures
4. Research Results and Discussion
    4.1 The characteristics of student English teachers' classroom questioning
        4.1.1 Results on questioning quantity
        4.1.2 Results on questioning types
        4.1.3 Results on the ways questions answered
        4.1.4 Results on teachers' wait-time
        4.1.5 Results on questioning strategies
        4.1.6 Results on teachers' feedbacks
        4.1.7 Results on questioning language
    4.2 The problems of student English teachers' classroom questioning
        4.2.1 Problems on questioning types
        4.2.2 Problems on the ways questions answered
        4.2.3 Problems on wait-time
        4.2.4 Problems on student teachers' guiding skill
        4.2.5 Problems on teachers' feedbacks
        4.2.6 Problems on questioning language
    4.3 The reasons for the problems of student English teachers' classroomquestioning
        4.3.1 Student teachers' understanding towards questioning
        4.3.2 Student teachers' understanding towards their students
        4.3.3 Student teachers' preparations before class
        4.3.4 Student teachers' English professional ability
        4.3.5 Student teachers' lack of reflection after class
        4.3.6 Student teachers' lack of teaching experience
5. Effective ways to improve student English teachers' questioning
    5.1 Having a better understanding towards the theories of classroom questioning
    5.2 Having a better understanding towards students
    5.3 Asking more challenging questions
    5.4 Preparing classroom questions better before class
    5.5 Mastering questioning strategies better and improving guiding skills
    5.6 Allocating wait-time according to the difficulty level of the questions
    5.7 Encouraging students to volunteer to provide answers
    5.8 Giving more efficient feedbacks
    5.9 Reflecting regularly after class and accumulating teaching experience
    5.10 Improving student teachers' English professional ability
    5.11 Using questioning language cautiously
6. Conclusions
    6.1 Summary of findings
        6.1.1 Findings on the characteristics of student English teachers' classroomquestioning
        6.1.2 Findings on the problems of student teachers' classroom questioning
        6.1.3 Findings on the reasons of problems of student teachers' classroomquestioning
    6.2 Limitations of the research
Bibliography
Appendig


【參考文獻】：
期刊論文
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[2]克拉申二語習得理論與英語聽力教學[J]. 邢潤梅.  忻州師范學院學報. 2008(03)
[3]國外第二語言教師教育研究新思路[J]. 韋理.  外語教學. 2005(05)
[4]關于全面加強中國英語教育的思考[J]. 王守仁.  外語教學. 2002(02)

碩士論文
[1]英語實習教師課堂提問的反思研究[D]. 堵楠楠.南京師范大學 2011



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