本文選題：熟手型教師 + 新手型教師　； 參考：《伊犁師范學(xué)院》2017年碩士論文

【摘要】：提問是教學(xué)語言中最重要的部分,是啟發(fā)學(xué)生思維的主要方式。因此,英語教師的課堂提問有利于學(xué)生的二語習(xí)得。與國外相比,我國對課堂提問的實證研究相對較少。所以,此研究試圖從五個角度對比提問類型的頻次,主要回答:高中英語教師的課堂提問類型是什么;高中英語熟手型教師和新手型教師在課堂提問類型頻次的異同點。本研究采用錄音筆對課堂錄音,并將課堂提問部分轉(zhuǎn)寫成文本形式,然后根據(jù)研究綜述,從5個分類角度將收集到的問題分類整理,找出英語課堂中提問類型。在皮亞杰的認知理論,維果斯基的認知發(fā)展理論和義務(wù)教育高中英語課程標準的基本理念指導(dǎo)下,分析熟手型教師和新手型的不同類型問題頻次的異同點。研究對象是棗莊八中四位高二英語教師,其中兩位是熟手型教師,另外兩位是新手型教師。研究結(jié)果采用人工方式將音頻轉(zhuǎn)寫成文本形式,借助表格對四位教師提問類型的頻次(次/節(jié))進行統(tǒng)計。研究結(jié)果如下:四位教師課堂中的提問類型主要有15種;熟手型教師和新手型教師的這15種類型的問題頻率異同點如下:1熟手型教師的深層問題要多于新手型教師的深層問題,熟手型教師的兩種類型問題分配較合理。2熟手型教師的引導(dǎo)性問題和啟發(fā)性問題遠遠多于新手型教師的。新手型教師的導(dǎo)向性問題高于熟手型教師的。總體上來看,熟手型教師的三類問題分配的較合理。3熟手型教師的課堂提問中只有“是或否”問題和“wh”問題.新手型教師為了更好的管理課堂,使用“是或否”問題,“wh”問題和翻譯問題。4熟手型教師使用的分析、綜合和評價問題高于新手型教師,新手型教師主要是以知識性問題為主�？傮w來看,熟手型教師能夠合理使用分析性問題,綜合性問題和評價性問題,而新手型教師主要關(guān)注知識性問題。5熟手型教師和新手型教師喜歡以個體提問為主,并適當(dāng)結(jié)合全體問題。但是熟手型教師在使用個體問題時,出現(xiàn)對某些學(xué)生提問過于集中的現(xiàn)象。依據(jù)研究結(jié)果,對新手型教師提出了以下建議:1淺層問題與深層問題相結(jié)合;2多運用引導(dǎo)性問題和啟發(fā)性問題;多運用“wh”問題并適度使用“是或否”問題和翻譯問題;4多運用分析性問題和評價性問題;5多注意運用個別提問時面向全體學(xué)生。希望此研究可以為探究提問的一般趨勢做出補充并幫助高中新手型英語教師發(fā)現(xiàn)自己的不足之處,提高課堂效率及自身的職業(yè)發(fā)展。
[Abstract]:Questioning is the most important part of the teaching language, and it is the main way to enlighten students' thinking. Therefore, English teachers' classroom questioning is beneficial to students' two language acquisition. Compared with foreign countries, there are relatively few empirical studies on classroom questioning. Therefore, this study tries to compare the frequency of question types from five angles, the main answer is: high school and English What is the type of teacher's questioning in the classroom; the similarities and differences between the high school English proficient teachers and the novice teachers in the class question type. This study uses the recording pen to record the classroom, and turns the question part into the text form. Then according to the research summary, the problems are sorted and sorted out from the 5 points of view to find out the English. Under the guidance of Piaget's cognitive theory, the cognitive development theory of vivielsky and the basic concept of the compulsory high school English curriculum standard, this paper analyzes the similarities and differences of the frequency of different types of familiar hand teachers and novice types. The research object is four senior two English teachers in the eighth middle school of Zaozhuang, of which two are familiar. Teachers, the other two are novice teachers. The results are manually translated into text form, and the frequency of questions (times / sections) of four teachers is counted with the help of tables. The results are as follows: there are 15 types of questions in the four teachers' classes; the 15 types of problems of hand and novice teachers The frequency similarities and differences are as follows: 1 the deep problems of the proficient teachers should be more than the deep problems of the novice teachers. The two types of proficient teachers are more reasonable and more reasonable than the novice teachers. The guidance of the novice teachers is far more than that of the novice teachers. The guidance of the novice teachers is higher than that of the familiar.2 teachers. There is only a question of "yes or no" and "wh" in the classroom questions of the more rational.3 teachers of familiar hand type teachers. In order to better manage the classroom, the novice teachers use the "yes or no" problem, the "wh" problem and the translation problem.4 proficient teachers' analysis, and the comprehensive and evaluation problems are higher than the novice. Teachers, novice teachers are mainly knowledge-based problems. In general, proficient teachers can use analytical problems, comprehensive and evaluative problems, while novice teachers are mainly concerned with knowledge problems,.5 proficient teachers and novice teachers like to ask questions mainly in body, and properly combine all problems. In the use of individual problems, proficient teachers appear to be too concentrated on some students' questions. According to the results of the study, the following suggestions are made to the novice teachers: 1 the combination of the shallow and deep problems; more than 2 the use of guiding and enlightening questions; the use of "wh" and the moderate use of "yes or no" problems and Translation Problems; more than 4 use analytical and evaluative questions; more than 5 pay attention to the use of individual questions to all students. Hope this study can supplement the general trend of inquiry questions and help the new senior middle school English teachers find their own shortcomings, improve the efficiency of the class and their career development.

【學(xué)位授予單位】：伊犁師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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