在語(yǔ)言教學(xué)中,教師提問(wèn)是傳達(dá)信息以及與學(xué)生互動(dòng)的重要渠道。多年來(lái),許多的國(guó)內(nèi)外學(xué)者從不同的角度對(duì)教師提問(wèn)做了相關(guān)的研究。本文以高中英語(yǔ)閱讀課的教師提問(wèn)為研究對(duì)象,旨在促進(jìn)英語(yǔ)閱讀課的有效課堂提問(wèn)。提出如下兩個(gè)研究問(wèn)題:（1）不同教齡的老師在教師提問(wèn)上的特點(diǎn)是什么?（2）教師的提問(wèn)與她們對(duì)提問(wèn)認(rèn)知之間的差別是什么?來(lái)自沈陽(yáng)三位不同教齡的高一英語(yǔ)老師參與了本次研究,歷時(shí)三個(gè)月。在三個(gè)月的研究過(guò)程中過(guò),本文觀察了九節(jié)英語(yǔ)閱讀課,重點(diǎn)分析了三位不同教齡的老師在提問(wèn)類型,提問(wèn)方式,提問(wèn)策略和教師反饋方面的共性特征。此外,為進(jìn)一步研究老師對(duì)課堂提問(wèn)的認(rèn)知,筆者與三位老師進(jìn)行了訪談。研究結(jié)果表明,三位不同教齡老師的提問(wèn)均有以下特征:展示型問(wèn)題比重高于參考型問(wèn)題;教師提問(wèn)方式主要為“點(diǎn)名和齊回答”;提問(wèn)策略多用“翻譯”“暗示”和“重復(fù)”;在教師反饋上,常以簡(jiǎn)單的稱贊和教師糾錯(cuò)為主。教師的提問(wèn)與她們對(duì)提問(wèn)的認(rèn)知之間有所不同,分別是在提問(wèn)方式和積極反饋上基本一致,在提問(wèn)類型,提問(wèn)策略和消極反饋上存在不一致。作者希望本論文能夠提高高中英語(yǔ)閱讀課中教師提問(wèn)的有效性并為今后的研究提供有用的建議。 

【文章來(lái)源】：沈陽(yáng)師范大學(xué)遼寧省

【文章頁(yè)數(shù)】：102 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Purpose of the Study
    1.4 Overall Structure of the Study
Chapter Two Literature Review
    2.1 Teacher Questioning
        2.1.1 Definition of Questioning
        2.1.2 Categorization of Question Types
        2.1.3 Questioning Strategies
        2.1.4 Questioning Methods
    2.2 English Reading
        2.2.1 The Definition and Purpose of English Reading
        2.2.2 Factors Affecting English Reading
        2.2.3 Three Models of English Reading
    2.3 Theoretical Foundations
        2.3.1 Krashen’s Input Hypothesis
        2.3.2 Swain’s Output Hypothesis
        2.3.3 Long’s Interaction Hypothesis
        2.3.4 Humanism View of Learning
    2.4 Relations between Teacher Questioning and English Reading
    2.5 Previous Studies on Teacher Questioning in English Reading
        2.5.1 Previous Studies Abroad
        2.5.2 Previous Studies at Home
Chapter Three Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Classroom Observation
        3.3.2 Interview
    3.4 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Results
        4.1.1 Results of Observation
        4.1.2 Results of Interview
    4.2 Discussion
        4.2.1 The Characteristics of Teachers’ Questioning among the Subjects with Different Teaching Experience
        4.2.2 The Differences between Teachers’ Questioning and Their Perceptions of Questioning
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
References
Appendix A
Appendix B


【參考文獻(xiàn)】：
期刊論文
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碩士論文
[1]中外教師EFL課堂提問(wèn)研究[D]. 張玉梅.東北師范大學(xué) 2009



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