發(fā)布時(shí)間：2018-01-08 02:32

  本文關(guān)鍵詞：英語(yǔ)專業(yè)聽(tīng)說(shuō)課堂中外教師課堂提問(wèn)對(duì)比研究　出處：《河北師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 課堂提問(wèn) 外教 中教

【摘要】：課堂提問(wèn)是是課堂互動(dòng)的基礎(chǔ),也是課堂交流的主要方式之一,因此,教師需要掌握這一重要教學(xué)技巧。課堂提問(wèn)為學(xué)生提供了表達(dá)自我和交換意見(jiàn)的機(jī)會(huì)。它能激發(fā)學(xué)生的語(yǔ)言輸出,培養(yǎng)他們的思考能力和交際能力。通過(guò)提問(wèn),教師可以檢測(cè)學(xué)生的知識(shí)掌握情況,幫助學(xué)生形成自己的觀點(diǎn)。本研究旨在比較英語(yǔ)專業(yè)聽(tīng)說(shuō)課中外教師課堂提問(wèn)的異同點(diǎn),探求學(xué)生和教師認(rèn)為促進(jìn)聽(tīng)說(shuō)能力的提問(wèn)方式。比較后,在優(yōu)勢(shì)互補(bǔ)的基礎(chǔ)上,尋找更好的提問(wèn)技巧和更有助于學(xué)生學(xué)習(xí)的提問(wèn)方式,以期提高教師的教學(xué)能力。本研究的研究對(duì)象是英語(yǔ)聽(tīng)說(shuō)課的138名學(xué)生和4位教師——2位外教和2位中教。本研究總共觀察了16節(jié)聽(tīng)說(shuō)課。本研究將課堂提問(wèn)分為6個(gè)方面:問(wèn)題數(shù)量和類型、候答時(shí)間、提問(wèn)分布、征求答案的方式、提問(wèn)變換技巧和教師反饋。通過(guò)課堂觀察、對(duì)學(xué)生生進(jìn)行問(wèn)卷調(diào)查和師生訪談,本研究得出了以下結(jié)論:第一,中外教既有相同之處又有不同之處。外教的提問(wèn)數(shù)量多于中教;外教提供的候答時(shí)間要長(zhǎng)于中教;中外教都盡力給所有學(xué)生回答問(wèn)題的機(jī)會(huì),最常用的提問(wèn)方式是點(diǎn)名;中外教均運(yùn)用多種問(wèn)題變換的技巧;中外教均傾向于提供給學(xué)生更多的積極反饋。對(duì)待錯(cuò)誤時(shí),外教更注重發(fā)音錯(cuò)誤而忽略語(yǔ)法錯(cuò)誤,中教更注重詞匯和語(yǔ)法錯(cuò)誤。第二,引起這些不同的主要原因是中外教不同的語(yǔ)言背景、知識(shí)背景、教育原則和社會(huì)環(huán)境。第三,學(xué)生和教師均對(duì)課堂提問(wèn)持積極態(tài)度,較為一致�；诒狙芯康陌l(fā)現(xiàn),本文針對(duì)課堂提問(wèn)提出了一些教學(xué)建議。中外教各有優(yōu)勢(shì),應(yīng)該經(jīng)常交流,優(yōu)勢(shì)互補(bǔ),提高教學(xué)技能。首先,教師應(yīng)注重問(wèn)題的分類研究,以便達(dá)到更好的教學(xué)效果。其次,教師應(yīng)該讓所有學(xué)生都參與到課堂問(wèn)答活動(dòng)中,再次,教師應(yīng)該掌握多種提問(wèn)技巧,鼓勵(lì)更多的學(xué)生在課堂上表達(dá)觀點(diǎn)。最后,教師應(yīng)結(jié)合積極反饋和消極反饋,在二者之間尋找平衡。
[Abstract]:Classroom questioning is not only the basis of classroom interaction, but also one of the main ways of classroom communication. Teachers need to master this important teaching skill. Classroom questioning provides students with the opportunity to express themselves and exchange opinions. It can stimulate students' language output and cultivate their thinking and communication abilities. The purpose of this study is to compare the similarities and differences between Chinese and foreign teachers in English listening and speaking classes. Explore the students and teachers think to promote listening and speaking ability of questioning. Compared with each other, on the basis of complementary advantages, to find better questioning skills and more conducive to the learning of students to ask questions. The subjects of this study are 138 students and 4 teachers in English listening and speaking classes: 2 foreign teachers and 2 middle school teachers. In this study, 16 listening and speaking classes were observed. The church questions are divided into six aspects:. Number and type of problem. Waiting time, the distribution of questions, the way to ask for answers, the skills of asking questions and teachers' feedback. Through classroom observation, questionnaire survey and interviews between students and teachers, this study draws the following conclusions: first. Chinese and foreign teachers have both similarities and differences. Foreign teachers ask more questions than Chinese teachers. The waiting time provided by foreign teachers is longer than that provided by Chinese teachers. Chinese and foreign teachers try to give all students the opportunity to answer questions, the most common way to ask questions is roll call; Both Chinese and foreign teachers use the skills of changing various problems; Chinese and foreign teachers tend to provide more positive feedback to students. When dealing with mistakes, foreign teachers pay more attention to pronunciation errors than to grammatical errors, and Chinese teachers pay more attention to vocabulary and grammar errors. The main reasons for these differences are different language background, knowledge background, educational principle and social environment. Thirdly, students and teachers have a positive attitude towards classroom questioning. More consistent. Based on the findings of this study, this paper puts forward some teaching suggestions for classroom questioning. Chinese and foreign teachers have their own advantages, they should communicate frequently, complement each other, and improve teaching skills. First of all. Teachers should pay attention to the classification of questions in order to achieve better teaching results. Secondly, teachers should let all students participate in the classroom Q & A activities. Thirdly, teachers should master a variety of questioning skills. More students are encouraged to express their views in class. Finally, teachers should combine positive and negative feedback to find a balance between the two.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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