本文選題：高中英語(yǔ) + 閱讀課��； 參考：《華東師范大學(xué)》2017年碩士論文

【摘要】：在高中英語(yǔ)課程中,閱讀教學(xué)占有重要的地位,而教師提問(wèn)是閱讀教學(xué)的常用教學(xué)手段,教師提問(wèn)的質(zhì)量會(huì)影響到閱讀教學(xué)的質(zhì)量,也會(huì)影響到師生之間的互動(dòng)。高質(zhì)量的教師提問(wèn)可以激發(fā)學(xué)生主動(dòng)參與課堂,幫助學(xué)生更好地理解閱讀文本,提升學(xué)生的閱讀思維能力和解決問(wèn)題的能力。因此開展對(duì)高中英語(yǔ)閱讀課堂教師提問(wèn)的調(diào)查研究,可以幫助了解閱讀課堂中教師提問(wèn)的現(xiàn)狀和問(wèn)題,對(duì)于提高高中英語(yǔ)閱讀課的質(zhì)量和效果是非常重要和必要的。本研究采用課堂觀察、教師訪談和學(xué)生問(wèn)卷等研究方法,對(duì)四位高中英語(yǔ)教師的閱讀課進(jìn)行課堂調(diào)查與分析。通過(guò)課堂觀察研究教師提問(wèn)后的等待時(shí)間、問(wèn)題形式和問(wèn)題類型、問(wèn)題的作答方式、提問(wèn)的策略、學(xué)生回答問(wèn)題后,教師的反饋等等問(wèn)題,并輔之以教師訪談和學(xué)生問(wèn)卷調(diào)查,以了解教師對(duì)提問(wèn)的認(rèn)知和需求以及學(xué)生的期望。研究結(jié)果表明,高中英語(yǔ)閱讀課堂中,教師提問(wèn)后留給學(xué)生的等待時(shí)間太短、展示性問(wèn)題遠(yuǎn)遠(yuǎn)多于參考性問(wèn)題、學(xué)生主動(dòng)回答問(wèn)題的情況較少、重復(fù)和轉(zhuǎn)指策略使用太多、教師對(duì)于學(xué)生問(wèn)題回答后的反饋不當(dāng)?shù)鹊取Ｍㄟ^(guò)本研究,希望能找到更多改進(jìn)高中英語(yǔ)閱讀課堂教師提問(wèn)的有效措施,提高教師提問(wèn)的質(zhì)量,促進(jìn)教師的專業(yè)發(fā)展。
[Abstract]:The teaching of reading plays an important role in senior high school English courses, and teachers' questioning is a common teaching method in reading teaching. The quality of teachers' questions will affect the quality of reading teaching as well as the interaction between teachers and students.High quality teacher questioning can stimulate students to participate in class actively, help students to better understand the reading text, improve students' reading thinking ability and problem-solving ability.Therefore, it is very important and necessary to carry out the investigation and research on the teachers' questioning in senior high school English reading class, which can help us to understand the present situation and problems of the teachers' questioning in the reading class, and it is very important and necessary to improve the quality and effect of the English reading class in senior high school.In this study, classroom observation, teacher interview and student questionnaire were used to investigate and analyze the reading class of four senior English teachers.Through classroom observation, the author studies the waiting time, the form and type of the question, the way of answering the question, the strategy of the question, the feedback of the teacher after the students answer the question, and the interview of the teacher and the questionnaire survey.To understand the teacher's understanding of the question and needs, as well as the expectations of students.The results show that in high school English reading class, teachers leave students too short time to wait after asking questions, and display questions are far more than reference questions. Students take the initiative to answer the questions and use too many repetition and transfer strategies.The teacher's feedback on the student's question is improper and so on.Through this study, we hope to find more effective measures to improve teachers' questioning, improve the quality of teachers' questioning and promote teachers' professional development.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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本文編號(hào)：1759208