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(yǔ)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(yǔ)教師的課堂提問有利于學(xué)生的二語(yǔ)習(xí)得。與國(guó)外相比,我國(guó)對(duì)課堂提問的實(shí)證研究相對(duì)較少。所以,此研究試圖從五個(gè)角度對(duì)比提問類型的頻次,主要回答:高中英語(yǔ)教師的課堂提問類型是什么;高中英語(yǔ)熟手型教師和新手型教師在課堂提問類型頻次的異同點(diǎn)。本研究采用錄音筆對(duì)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(gè)分類角度將收集到的問題分類整理,找出英語(yǔ)課堂中提問類型。在皮亞杰的認(rèn)知理論,維果斯基的認(rèn)知發(fā)展理論和義務(wù)教育高中英語(yǔ)課程標(biāo)準(zhǔn)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(diǎn)。研究對(duì)象是棗莊八中四位高二英語(yǔ)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(duì)四位教師提問類型的頻次(次/節(jié))進(jìn)行統(tǒng)計(jì)。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(diǎn)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(yuǎn)遠(yuǎn)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(lái)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(píng)價(jià)問題高于新手型教師,新手型教師主要是以知識(shí)性問題為主。總體來(lái)看,熟手型教師能夠合理使用分析性問題,綜合性問題和評(píng)價(jià)性問題,而新手型教師主要關(guān)注知識(shí)性問題。5熟手型教師和新手型教師喜歡以個(gè)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(gè)體問題時(shí),出現(xiàn)對(duì)某些學(xué)生提問過于集中的現(xiàn)象。依據(jù)研究結(jié)果,對(duì)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(yùn)用引導(dǎo)性問題和啟發(fā)性問題;多運(yùn)用“wh”問題并適度使用“是或否”問題和翻譯問題;4多運(yùn)用分析性問題和評(píng)價(jià)性問題;5多注意運(yùn)用個(gè)別提問時(shí)面向全體學(xué)生。希望此研究可以為探究提問的一般趨勢(shì)做出補(bǔ)充并幫助高中新手型英語(yǔ)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(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 楊雨寒;;大學(xué)英語(yǔ)分層教學(xué)課堂提問層次的區(qū)別[J];外語(yǔ)教學(xué)理論與實(shí)踐;2012年03期

2 徐立群;;英語(yǔ)課堂教師提問類型的調(diào)查與分析[J];外語(yǔ)界;2010年03期

3 阮彩霞;;中美課堂提問的比較研究——從兩個(gè)課堂教學(xué)案例引發(fā)的思考[J];江西教育科研;2007年06期

4 朱立華;;談?dòng)⒄Z(yǔ)課堂的提問藝術(shù)[J];現(xiàn)代企業(yè)教育;2007年02期

5 韋啟衛(wèi);;英語(yǔ)課堂提問形式及其利弊分析[J];中共貴州省委黨校學(xué)報(bào);2006年06期

6 張凌坤;;大學(xué)英語(yǔ)教師提問存在的問題及其解決策略[J];山東外語(yǔ)教學(xué);2006年02期

7 張曉蘭;英語(yǔ)有效課堂提問研究[J];涪陵師范學(xué)院學(xué)報(bào);2004年04期

8 朱丹丹;英語(yǔ)課堂提問式教學(xué)模式初探[J];職教論壇;2004年20期

9 賈珍霞;大學(xué)英語(yǔ)課堂提問的調(diào)查分析[J];河北理工學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版);2003年03期

10 尤其達(dá);輸入與輸出并舉,提高英語(yǔ)應(yīng)用能力[J];外語(yǔ)界;2001年06期

，

本文編號(hào)：1896686