本文選題：教師提問觀念 + 教學行為��； 參考：《四川師范大學》2017年碩士論文

【摘要】：課堂提問是英語課堂中教師與學生之間相互交流的橋梁,是語言輸入的重要保障。目前,許多學者從課堂提問的諸多方面進行研究,例如課堂提問類型,課堂提問功能,教師提問的策略,教師等待學生回答問題的時間以及課堂上學生和老師對課堂提問的反饋等等。在國內(nèi)外的研究中,許多研究學者只是關注于課堂提問行為,而忽略教師課堂提問行為與提問觀念之間的關系。本篇文章主要探究小學英語課堂中教師提問觀念與行為之間的關系。文章的主要研究目的在于解決:(1)小學英語課堂中教師提問的類型有哪些;(2)小學英語教師課堂提問的觀念;(3)小學英語課堂中教師提問觀念與行為之間的關系。本文選取了哈爾濱市一所公立小學的5位四年級的英語教師作為研究對象,并對他們的英語課堂教學進行了探究分析。本文通過課堂觀察的方法收集了5位教師在英語課堂中使用的提問類型,運用問卷調(diào)查的方式從優(yōu)質提問的3個特點:教師提問的目的、關注的內(nèi)容和認知水平收集他們對課堂提問的觀念。此外,作者還通過訪談的方式進一步了解他們在英語課堂上關于提問觀念與實際教學的運用情況。結果表明,5位英語教師在課堂上使用記憶性、理解性和運用性的提問類型較多,而分析性、評價性和創(chuàng)造性的問題相對較少。他們都能夠以提高學生的英語學習興趣為出發(fā)點,以課程標準為基礎設計課堂問題。但是,在實際教學中他們的課堂提問觀念與課堂行為之間存在差異性,主要表現(xiàn)在問題關注的內(nèi)容上和所考察學生的認知水平上。根據(jù)上述結論,本研究也提出了一些建議,小學英語教師在課堂上應培養(yǎng)學生高階思維能力,遵循小學生的思維認知特點,合理地使用各種提問類型。教師應轉變對課堂提問固有的觀念,提高教師提問技能,從而促進學生核心素養(yǎng)的發(fā)展。本篇文章的主要研究價值在于:(1)反思教師在課堂提問教學過程中觀念與行為之間的差異;(2)提升小學英語教師課堂提問的關注度;(3)提高教師的課堂提問技能,從而提高小學英語課堂質量等。
[Abstract]:Classroom questioning is a bridge of communication between teachers and students and an important guarantee of language input. At present, many scholars have carried on the research from many aspects of classroom questioning, such as the type of classroom questioning, the function of classroom questioning, the strategies of teachers' questioning, Waiting time for students to answer questions and feedback from students and teachers on classroom questions, etc. In the research at home and abroad, many researchers only pay attention to classroom questioning behavior, but ignore the relationship between teachers' questioning behavior and questioning concept. This paper explores the relationship between teachers' questioning concept and behavior in primary English classroom. The main purpose of this paper is to solve the problem of the relationship between teachers' questioning and behavior in primary English classroom. This paper selects five English teachers of grade four from a public primary school in Harbin as the research object and makes an inquiry and analysis of their English classroom teaching. Through classroom observation, this paper collects the types of questions used by five teachers in English classroom, and makes use of the questionnaire survey to analyze the three characteristics of high quality questions: the purpose of teachers' questioning. Focus on content and cognitive level to collect their ideas about classroom questions. In addition, the author also through interviews to further understand their English classroom about the concept of questioning and the actual application of teaching. The results show that five English teachers use memory, comprehension and application to ask more questions in class, while the analytical, evaluative and creative questions are relatively few. They are able to design classroom questions on the basis of curriculum standards based on improving students' interest in English learning. However, in practical teaching, there are differences between their classroom questioning concepts and classroom behaviors, mainly in the content of the problem concerned and the cognitive level of the students investigated. According to the above conclusions, this study also puts forward some suggestions that primary school English teachers should cultivate students' higher thinking ability in class, follow the cognitive characteristics of pupils' thinking, and use various types of questions reasonably. Teachers should change the inherent concept of classroom questioning and improve teachers' questioning skills so as to promote the development of students' core literacy. The main research value of this paper is: (1) to reflect on the differences between teachers' ideas and behaviors in classroom questioning teaching; (2) to raise the attention of primary school English teachers in classroom questioning; (3) to improve teachers' classroom questioning skills. So as to improve the quality of primary English classes.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.31

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