本文選題：英語專業(yè)本科生　切入點(diǎn)：綜合英語課堂　出處：《廣西師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著知識經(jīng)濟(jì)時(shí)代的到來,學(xué)生自主探究和創(chuàng)新能力的培養(yǎng)已經(jīng)成為素質(zhì)教育的核心要求,而敢于質(zhì)疑與提問是創(chuàng)新性人才的首要特質(zhì)。學(xué)生提問是對思考后仍未解決的難題尋求答案的一種探究的方式,有利于發(fā)展學(xué)生靈活的思維能力,促進(jìn)學(xué)生探究能力和獨(dú)立解決問題能力的提升。因此,本文專門針對英語專業(yè)本科生展開調(diào)查研究,主要調(diào)查在綜合英語課堂中學(xué)生提問的整體情況及其影響因素,以期為促進(jìn)學(xué)生課堂提問提出一些有效的、可操作性的建議。本研究基于建構(gòu)主義與互動(dòng)假說理論,以問卷調(diào)查、訪談和課堂觀察為研究手段,以廣西師范大學(xué)英語專業(yè)的183名學(xué)生為研究對象。首先,采用的調(diào)查問卷是在司成勇博士和莫文慶的學(xué)生課堂提問調(diào)查問卷的基礎(chǔ)上稍作修改而成,該問卷分為兩個(gè)部分,第一部分是調(diào)查學(xué)生提問的總體情況,分為5個(gè)維度:學(xué)生的提問意識,提問態(tài)度,提問能力,提問類型與提問方式;第二部分是調(diào)查影響學(xué)生課堂提問的三大因素,分別是教材因素、學(xué)生因素和教師因素。再者,在訪談中,主要調(diào)查教師與學(xué)生對學(xué)生課堂提問的態(tài)度及影響學(xué)生提問的因素。最后,在課堂觀察中,觀察學(xué)生提問的總體情況及其影響因素,如提問的數(shù)量、類型、教師課堂行為等�？傊�,三種調(diào)查方法相輔相成,相互印證,共同解決本研究關(guān)注的兩大問題:(1)在綜合英語課堂中,英語專業(yè)本科生在課堂提問的總體情況如何?(2)在綜合英語課堂中,影響英語專業(yè)本科生在課堂提問的因素有哪些?研究結(jié)果表明,在綜合英語課堂中:(1)學(xué)生課堂提問的情況整體而言不佳,雖大部分學(xué)生肯定自主提問的意義,但仍存在提問意識淡薄、提問行為少,提問能力不足,提問類型單一,偏向于長難句理解等問題,并樂于在小組合作的方式中提出問題。(2)影響學(xué)生提問的因素多樣,主要與以下三大因素呈中等正相關(guān):教材內(nèi)容(如話題、趣味性、難度、生活性)、學(xué)生因素(如學(xué)習(xí)習(xí)慣,學(xué)習(xí)成績)、教師因素(如教學(xué)態(tài)度、教學(xué)方法、教學(xué)反饋)�；谝陨涎芯拷Y(jié)果,為了促進(jìn)學(xué)生課堂提問,本文針對教師與學(xué)生提出了建議。于教師:科學(xué)地選擇與應(yīng)用教材;積極對學(xué)生進(jìn)行正面評價(jià);豐富教學(xué)方法,重視學(xué)生的合作學(xué)習(xí);創(chuàng)造良好的課堂提問氛圍和設(shè)立課堂提問環(huán)節(jié)。于學(xué)生:更新學(xué)習(xí)觀念;培養(yǎng)良好的預(yù)習(xí)習(xí)慣;提高自身的提問能力。但由于調(diào)查時(shí)間限制與個(gè)人能力問題,本研究調(diào)查結(jié)果的代表性需進(jìn)一步提高,希望后續(xù)的研究能擴(kuò)大調(diào)查對象,延長調(diào)查時(shí)間,可以結(jié)合多種調(diào)查方法來開展研究,特別是行動(dòng)研究。
[Abstract]:With the arrival of the era of knowledge economy, the cultivation of students' independent inquiry and innovation ability has become the core requirement of quality education. The first characteristic of creative talents is to dare to question and ask questions. Students' questioning is a way to find answers to difficult problems that are still unsolved after thinking, which is conducive to the development of students' flexible thinking ability. Therefore, this paper focuses on the investigation and research on the students' inquiry ability and independent problem-solving ability, which focuses on the overall situation and the influencing factors of the middle school students' questioning in the comprehensive English classroom. This study is based on the theory of constructivism and interaction hypothesis, using questionnaires, interviews and classroom observation as the research means. First of all, the questionnaire is based on the questionnaires of Dr. Si Chengyong and Mo Wenqing. The questionnaire is divided into two parts. The first part is to investigate the general situation of students' questioning, which is divided into five dimensions: students' questioning consciousness, attitude, ability, types and ways of questioning; the second part is the investigation of three major factors that affect students' questioning in class. They are textbook factors, student factors and teacher factors. Furthermore, in the interviews, the attitudes of teachers and students to classroom questions and the factors that affect students' questioning are mainly investigated. Finally, in the classroom observation, Observe the general situation of students' questioning and its influencing factors, such as the number, type, teachers' classroom behavior, etc. In a word, the three investigation methods complement each other and confirm each other. How about the overall situation of English majors in the classroom? 2) what are the factors that affect the English majors' questioning in the comprehensive English classroom? The results show that the overall situation of students' questioning is not good in the comprehensive English classroom. Although most of the students are sure of the significance of self-questioning, there is still a weak awareness of questioning, less questioning behavior and insufficient ability to ask questions. The single type of questions, the tendency to understand long difficult sentences, and the willingness to ask questions in the group cooperation mode have a variety of factors affecting the students' questions, which are mainly positively related to the following three factors: the content of the textbook (such as topic, interesting, interesting), and the following three factors: the content of the textbook, such as topic, interest, interest, and so on. Difficulty, living life, student factors (such as study habits, academic achievement, teacher factors such as teaching attitude, teaching methods, teaching feedback). Based on the above results, in order to promote students to ask questions in class, This paper puts forward some suggestions for teachers and students. Teachers: choosing and applying teaching materials scientifically; positively evaluating students; enriching teaching methods and attaching importance to students' cooperative learning; To create a good classroom questioning atmosphere and set up classroom questioning links. For students: to update their learning concepts; to develop good preview habits; to improve their own questioning ability. But due to time constraints and personal ability problems, The representativeness of the results of this study needs to be further improved. It is hoped that the following research can expand the investigation object, prolong the investigation time, and combine various investigation methods to carry out the research, especially the action research.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

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