發(fā)布時間：2018-01-08 02:32

  本文關鍵詞：英語專業(yè)聽說課堂中外教師課堂提問對比研究　出處：《河北師范大學》2017年碩士論文　論文類型：學位論文

  更多相關文章： 課堂提問 外教 中教

【摘要】：課堂提問是是課堂互動的基礎,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技巧。課堂提問為學生提供了表達自我和交換意見的機會。它能激發(fā)學生的語言輸出,培養(yǎng)他們的思考能力和交際能力。通過提問,教師可以檢測學生的知識掌握情況,幫助學生形成自己的觀點。本研究旨在比較英語專業(yè)聽說課中外教師課堂提問的異同點,探求學生和教師認為促進聽說能力的提問方式。比較后,在優(yōu)勢互補的基礎上,尋找更好的提問技巧和更有助于學生學習的提問方式,以期提高教師的教學能力。本研究的研究對象是英語聽說課的138名學生和4位教師——2位外教和2位中教。本研究總共觀察了16節(jié)聽說課。本研究將課堂提問分為6個方面:問題數(shù)量和類型、候答時間、提問分布、征求答案的方式、提問變換技巧和教師反饋。通過課堂觀察、對學生生進行問卷調查和師生訪談,本研究得出了以下結論:第一,中外教既有相同之處又有不同之處。外教的提問數(shù)量多于中教;外教提供的候答時間要長于中教;中外教都盡力給所有學生回答問題的機會,最常用的提問方式是點名;中外教均運用多種問題變換的技巧;中外教均傾向于提供給學生更多的積極反饋。對待錯誤時,外教更注重發(fā)音錯誤而忽略語法錯誤,中教更注重詞匯和語法錯誤。第二,引起這些不同的主要原因是中外教不同的語言背景、知識背景、教育原則和社會環(huán)境。第三,學生和教師均對課堂提問持積極態(tài)度,較為一致�；诒狙芯康陌l(fā)現(xiàn),本文針對課堂提問提出了一些教學建議。中外教各有優(yōu)勢,應該經常交流,優(yōu)勢互補,提高教學技能。首先,教師應注重問題的分類研究,以便達到更好的教學效果。其次,教師應該讓所有學生都參與到課堂問答活動中,再次,教師應該掌握多種提問技巧,鼓勵更多的學生在課堂上表達觀點。最后,教師應結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.
【學位授予單位】：河北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3

【參考文獻】

相關期刊論文 前10條

1 趙明仁;潘存祿;;論課堂提問主體的轉向——基于生成性教學的視角[J];教育理論與實踐;2016年08期

2 楊莉芳;;閱讀課堂提問的認知特征與思辨能力培養(yǎng)[J];中國外語;2015年02期

3 丁小月;;大學英語教師課堂提問策略對學生口頭應答的影響研究[J];揚州大學學報(高教研究版);2015年01期

4 徐立群;;英語課堂教師提問類型的調查與分析[J];外語界;2010年03期

5 王曉麗;;一節(jié)高中英語課堂提問實錄與分析[J];教育實踐與研究(B);2010年02期

6 李素枝;;中外教師英語課堂互動模式對比研究[J];解放軍外國語學院學報;2007年02期

7 于龍,于全娟;課堂提問在第二語言習得中的作用[J];山東外語教學;2005年04期

8 胡青球,埃德·尼可森,陳煒;大學英語教師課堂提問模式調查分析[J];外語界;2004年06期

9 許峰;;大學英語課堂提問的調查與分析[J];國外外語教學;2003年03期

10 周星,周韻;大學英語課堂教師話語的調查與分析[J];外語教學與研究;2002年01期

，

本文編號：1395306