【摘要】：我國(guó)新課程改革要求英語(yǔ)教師在課堂教學(xué)中要以學(xué)生為主體,以學(xué)生發(fā)展為本。提問(wèn)是教學(xué)的重要組成部分。課堂提問(wèn)能夠保持學(xué)生的注意力,激發(fā)學(xué)生的興趣,增強(qiáng)師生間的互動(dòng)等。目前,課堂提問(wèn)的研究方向主要集中在提問(wèn)的概念,提問(wèn)的策略,問(wèn)題的分類(lèi),提問(wèn)的功能,以及有效提問(wèn)的標(biāo)準(zhǔn)等理論上,而對(duì)高中英語(yǔ)教師課堂提問(wèn)的研究相對(duì)較少。此外,熟手英語(yǔ)教師和新手英語(yǔ)教師在高中課堂提問(wèn)方面的對(duì)比研究以及男性英語(yǔ)教師和女性英語(yǔ)教師在高中課堂提問(wèn)方面的對(duì)比研究都比較少。因此進(jìn)行高中英語(yǔ)教師課堂提問(wèn)的研究具有重要的意義。筆者選取太原市第五實(shí)驗(yàn)中學(xué)的一位熟手男英語(yǔ)教師,一位熟手女英語(yǔ)教師,一位新手男英語(yǔ)教師,和一位新手女英語(yǔ)教師,和隨機(jī)選取的200名高中學(xué)生作為研究對(duì)象。論文旨在回答如下問(wèn)題:1.高中英語(yǔ)教師的課堂提問(wèn)現(xiàn)狀如何?2.高中熟手英語(yǔ)教師和高中新手英語(yǔ)教師在問(wèn)題類(lèi)型,提問(wèn)方式,等待時(shí)間和課堂反饋方面表現(xiàn)如何?3.高中英語(yǔ)教師在問(wèn)題類(lèi)型,提問(wèn)方式,等待時(shí)間和課堂反饋方面表現(xiàn)出怎樣的性別差異?通過(guò)對(duì)隨機(jī)選取的200名學(xué)生進(jìn)行問(wèn)卷調(diào)查和對(duì)4位教師進(jìn)行課堂觀察和訪談,本研究得出以下結(jié)論。第一,高中英語(yǔ)教師的提問(wèn)沒(méi)有對(duì)學(xué)生產(chǎn)生明顯的效果,更喜歡提問(wèn)展示型問(wèn)題,提問(wèn)分布和提問(wèn)方式不夠合理,等待時(shí)間不夠長(zhǎng),反饋方式不夠恰當(dāng)。第二,高中英語(yǔ)熟手教師和高中英語(yǔ)新手教師相比,熟手英語(yǔ)教師提問(wèn)較多的參考型問(wèn)題,等待時(shí)間較長(zhǎng),使用較多的積極反饋,而且高中英語(yǔ)熟手教師和高中英語(yǔ)新手教師都喜歡指定學(xué)生回答問(wèn)題。第三,高中英語(yǔ)男教師和高中英語(yǔ)女教師相比,女英語(yǔ)教師提問(wèn)較多的展示型問(wèn)題,等待時(shí)間較長(zhǎng),使用較多的積極反饋,而且高中英語(yǔ)男教師和高中英語(yǔ)女教師都喜歡指定學(xué)生回答問(wèn)題。最后,筆者提出一些建議:注重所提問(wèn)題的質(zhì)量,提出的問(wèn)題要容易被學(xué)生理解,提問(wèn)學(xué)生更多的參考型問(wèn)題,公平地提問(wèn)全體學(xué)生,延長(zhǎng)等待時(shí)間,使用對(duì)學(xué)生更有意義的反饋形式,課后要對(duì)提問(wèn)情況進(jìn)行反思。
[Abstract]:The new curriculum reform requires English teachers to be student-centered and student-oriented in classroom teaching. Questioning is an important part of teaching. Classroom questioning can keep students' attention, stimulate their interest and enhance the interaction between teachers and students. At present, the research direction of classroom questioning mainly focuses on the concept of questioning, the strategy of questioning, the classification of questions, the function of questioning, and the standard of effective questioning. In addition, there are few comparative studies on senior English teachers and novice English teachers in high school classroom questioning, and male English teachers and female English teachers in high school classroom questioning. Therefore, it is of great significance to study the classroom questioning of senior high school English teachers. The author selects a male English teacher, a female English teacher, a novice male English teacher, a novice female English teacher and 200 randomly selected senior high school students in Taiyuan No. 5 Experimental Middle School. The paper aims to answer the following question: 1. What is the present situation of English teachers' classroom questioning in senior high school? How do senior English teachers and novice English teachers do in terms of question type, waiting time and classroom feedback? What gender differences do high school English teachers have in terms of question type, waiting time and classroom feedback? Based on the questionnaire survey of 200 randomly selected students and the classroom observation and interview of 4 teachers, the present study draws the following conclusions. First, the English teachers in senior high school do not have obvious effect on the students' questions. They prefer the question presentation, the distribution and the way of questioning are not reasonable, the waiting time is not long enough, and the feedback is not appropriate. Second, senior English teachers ask more reference questions, wait longer and use more positive feedback than senior English novice English teachers. And high school English proficiency teachers and high school English novice teachers like to assign students to answer questions. Thirdly, compared with female high school English teachers, female English teachers ask more questions, wait longer and use more positive feedback. And high school English male teachers and high school English female teachers like to assign students to answer questions. Finally, the author puts forward some suggestions: pay attention to the quality of the questions raised, the questions should be easily understood by students, ask students more reference questions, ask all the students fairly, and prolong the waiting time. Use a more meaningful form of feedback for students, and ask questions after class.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.41

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