課堂提問作為課堂話語的重要組成部分,是師生之間建立良好互動(dòng),提高教學(xué)效果的重要手段。閱讀課堂提問是指教師為了檢查和引導(dǎo)學(xué)生閱讀理解而有目的地提出的問題,從而鼓勵(lì)和引導(dǎo)學(xué)生積極參與閱讀課堂活動(dòng)。優(yōu)化課堂提問,可以更好地提升學(xué)生在英語閱讀課堂中的學(xué)習(xí)興趣,提高課堂教學(xué)效果。迄今為止,國(guó)內(nèi)外學(xué)者對(duì)于課堂提問的研究均取得了一定的成果,但是在學(xué)科針對(duì)性和比較研究方面還有所不足。因此本文對(duì)初中新手型和經(jīng)驗(yàn)型英語教師閱讀課堂提問進(jìn)行比較研究有著理論和實(shí)踐的雙重意義。本研究主要以兩名初三年級(jí)的英語教師為主要研究對(duì)象,新手型教師和經(jīng)驗(yàn)型教師各一名,并對(duì)二者的閱讀課堂教學(xué)進(jìn)行了觀察和記錄。本研究的主要研究問題可以被概括為:在初中英語閱讀課堂中,新手型和經(jīng)驗(yàn)型教師在提問類型、提問后的等待時(shí)間、提問策略以及叫答方式四個(gè)方面各有什么異同點(diǎn)?研究結(jié)果發(fā)現(xiàn),在提問類型方面,初中新手型英語教師的提問類型分布不均,多以展示型問題為主,評(píng)價(jià)型及創(chuàng)造型的提問很少,特別是創(chuàng)造型問題,在部分閱讀課堂上沒有出現(xiàn)。且新手型教師提問的認(rèn)知層次低于經(jīng)驗(yàn)型教師,在新手型教師的閱讀課堂上,有超過半數(shù)的提問都屬于簡(jiǎn)單的記憶型問題;新手型教師...

【文章頁(yè)數(shù)】：78 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgement
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Significance of the Study
    1.3 Layout of the Thesis
Chapter Two Literature Review
    2.1 Related Theoretical Studies on Teacher Questioning
        2.1.1 Definitions of Teacher Questioning
        2.1.2 Classifications of Teacher Questioning
        2.1.3 Functions of Teacher Questioning
        2.1.4 Wait Time of Teacher Questioning
        2.1.5 Ways of Answering Teacher Questioning
        2.1.6 Teacher Questioning Strategies
    2.2 Theoretical Basis
        2.2.1 Revised Cognitive Domain of Bloom’s Taxonomy
        2.2.2 Constructivism Theory
        2.2.3 Effective Teacher Questioning Principles
        2.2.4 Novice Teachers and Experienced Teachers
    2.3 Related Empirical Studies on Teacher Questioning Abroad and at Home
        2.3.1 Related Empirical Studies on Teacher Questioning Abroad
        2.3.2 Related Empirical Studies on Teacher Questioning at Home
Chapter Three Research Design
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
    3.4 Research Procedures
        3.4.1 Data Collection Procedures
        3.4.2 Data Analysis Procedures
Chapter Four Results and Discussion
    4.1 Similarities and Differences between the Novice and Experienced Teacher in the Classifications of Teacher Questioning
        4.1.1 The Classification Based on the Revised Cognitive Domain of Bloom’s Taxonomy
        4.1.2 The Classification Based on Display and Referential Questions
    4.2 Similarities and Differences between the Novice and Experienced Teacher in the Wait Time of Teacher Questioning
    4.3 Similarities and Differences between the Novice and Experienced Teacher in the Ways of Answering Teacher Questioning
    4.4 Similarities and Differences between the Novice and Experienced Teacher in Teacher Questioning Strategies
Chapter Five Conclusion
    5.1 Major Findings of the Study
    5.2 Implication of Teacher Questioning in Junior High School English Reading Classrooms
    5.3 Limitations of the Study
References
Appendix(One) Classroom Observation of the Classification of Teacher Questioning(1)
Appendix(Two) Classroom Observation of the Classifications of Teacher Questioning(2)
Appendix(Three) Wait Time
Appendix(Four) Teacher Questioning Strategies
Appendix(Five) The Ways of Answering Teacher Questioning
Appendix(Six) Parts of Transcription of the Recording
About the Author



本文編號(hào)：3949522