高中英語(yǔ)閱讀教學(xué)教師提問(wèn)模式研究
發(fā)布時(shí)間：2019-02-14 15:14
【摘要】：教師提問(wèn)作為英語(yǔ)課堂教學(xué)的一個(gè)重要手段。合理的提問(wèn)設(shè)計(jì)能夠激發(fā)、培養(yǎng)、發(fā)展學(xué)生的思維能力。根據(jù)國(guó)家課程標(biāo)準(zhǔn),英語(yǔ)閱讀能力是英語(yǔ)學(xué)習(xí)者一項(xiàng)必備的技能。同時(shí),國(guó)家課程標(biāo)準(zhǔn)對(duì)學(xué)生思維品質(zhì)培養(yǎng)也提出了要求。然而,在英語(yǔ)教師課堂提問(wèn)的相關(guān)研究中,研究方向更多集中在大學(xué)英語(yǔ)課堂,而對(duì)中學(xué)課堂涉及較少;在研究?jī)?nèi)容方面,現(xiàn)存研究雖有對(duì)教師提問(wèn)種類、功能與策略的研究,但以Bloom教育目標(biāo)分類為基礎(chǔ),將教師提問(wèn)類型與模式與學(xué)生認(rèn)知發(fā)展相結(jié)合的研究視角尚少。因此,對(duì)高中英語(yǔ)閱讀教學(xué)教師課堂提問(wèn)模式的研究具有一定的理論和實(shí)踐意義。本研究采用了課堂錄音、訪談、問(wèn)卷調(diào)查三種研究方法,對(duì)六位來(lái)自內(nèi)江市兩所不同高中的英語(yǔ)教師閱讀課上的提問(wèn)模式進(jìn)行研究。研究發(fā)現(xiàn),六位教師均偏向于使用記憶型、理解型等低認(rèn)知問(wèn)題類型,而應(yīng)用型問(wèn)題類型較少,產(chǎn)出型和評(píng)價(jià)型問(wèn)題類型缺乏。造成這一現(xiàn)象原因可能是高中英語(yǔ)傳統(tǒng)教學(xué)中教師偏重學(xué)生的記憶能力;其二是教師對(duì)教師提問(wèn)設(shè)計(jì)不夠成熟。就提問(wèn)模式而言,受試教師在讀前、讀中和讀后三個(gè)閱讀教學(xué)階段的提問(wèn)模式有一定特征。在讀前階段,受試教師傾向于兩種提問(wèn)模式。1、使用產(chǎn)出型、評(píng)價(jià)型等高認(rèn)知問(wèn)題類型激發(fā)學(xué)生興趣,引導(dǎo)學(xué)生對(duì)文本話題的全局進(jìn)行了解;2、開門見山,直接使用事實(shí)型、經(jīng)驗(yàn)型等低認(rèn)知問(wèn)題類型,從閱讀文本的細(xì)節(jié)入手。在讀中階段,采用Bottom-up閱讀教學(xué)模式的受試教師傾向于使用從低認(rèn)知過(guò)渡到高認(rèn)知問(wèn)題類型的提問(wèn)模式;而采用Top-down閱讀教學(xué)模式的受試教師則傾向于使用從高認(rèn)知過(guò)渡到低認(rèn)知問(wèn)題類型的提問(wèn)模式。在讀后階段,6位受試教師均傾向于一種提問(wèn)模式,即運(yùn)用產(chǎn)出型,評(píng)價(jià)型等高認(rèn)知問(wèn)題類型引發(fā)學(xué)生對(duì)文本的進(jìn)一步思考。但總體來(lái)說(shuō),受試教師提問(wèn)模式還不夠成熟、系統(tǒng)。同時(shí),對(duì)學(xué)生思維能力的引導(dǎo)也不夠深入。主要原因有兩個(gè):第一:高中英語(yǔ)教師缺乏將理論知識(shí)用于課堂提問(wèn)設(shè)計(jì)的意識(shí);第二:高中英語(yǔ)教師的提問(wèn)對(duì)學(xué)生思維的引導(dǎo)不夠成熟。針對(duì)這些問(wèn)題,本研究認(rèn)為,高中英語(yǔ)教師可有意識(shí)將Bloom認(rèn)知分類理論應(yīng)用于教師提問(wèn)設(shè)計(jì),并加強(qiáng)對(duì)閱讀不同階段學(xué)生閱讀任務(wù)的研究,在此基礎(chǔ)上合理設(shè)計(jì)提問(wèn)類型,同時(shí)增加高認(rèn)知問(wèn)題類型的數(shù)量,從而實(shí)現(xiàn)由淺入深,層層遞進(jìn),發(fā)展學(xué)生思維品質(zhì)的教學(xué)目的。
[Abstract]:As an important means of English classroom teaching, teachers ask questions. Reasonable question design can stimulate, cultivate and develop students' thinking ability. According to the national curriculum standards, English reading ability is an essential skill for English learners. At the same time, the national curriculum standards also put forward the requirements for the cultivation of students'thinking quality. However, in the related research of English teachers' classroom questioning, the research direction is more focused on the college English classroom, but less on the middle school classroom; In the aspect of research content, although there are some researches on the types, functions and strategies of teachers' questioning, but based on the classification of Bloom educational objectives, the research angle of combining the types and models of teachers' questioning with the students' cognitive development is still few. Therefore, it is of theoretical and practical significance to study the classroom questioning mode of senior high school English reading teachers. This study uses three methods: classroom recording, interview and questionnaire, to study six English teachers' question patterns in reading class from two different senior high schools in Neijiang City. It is found that the six teachers tend to use the types of low cognitive problems such as memory and understanding, while the types of applied problems are few, and the types of output and evaluation are lacking. The reason for this phenomenon may be that teachers pay more attention to students' memory ability in traditional English teaching in senior high school, and the other is that teachers' design of teachers' questioning is not mature enough. As far as the question mode is concerned, there are some characteristics in the three reading teaching stages: before reading, reading and reading after reading. In the pre-reading stage, the teachers tend to ask questions in two ways. 1. Using high cognitive question types such as output type and evaluation type to stimulate students' interest and guide students to understand the whole situation of text topic; 2. Start with the details of the reading text by using the low-cognitive problem types such as factual, empirical and so on. At the middle stage of reading, the teachers who adopt the Bottom-up reading teaching mode tend to use the question mode from low cognition to high cognitive question type. On the other hand, the teachers who adopt the Top-down reading teaching mode tend to use the question mode of transition from high cognition to low cognitive question. In the post-reading stage, the six teachers were inclined to use a kind of questioning model, that is, the use of the output type, evaluation type and other types of high cognitive problems to cause students to further thinking about the text. But on the whole, the teacher question mode is not mature enough and systematic. At the same time, the guidance to the students' thinking ability is not deep enough. The main reasons are as follows: first, high school English teachers lack the consciousness of applying theoretical knowledge to classroom questioning design; second, senior English teachers' questions are not mature enough to guide students' thinking. In view of these problems, the present study suggests that senior English teachers can consciously apply the Bloom cognitive classification theory to teachers' question design, and strengthen the research on students' reading tasks at different stages of reading, on the basis of which they can reasonably design the types of questions. At the same time, increase the number of high cognitive problem types, so as to achieve the teaching goal of developing students' thinking quality from simple to deep, layer by layer.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41
本文編號(hào)：2422327
[Abstract]:As an important means of English classroom teaching, teachers ask questions. Reasonable question design can stimulate, cultivate and develop students' thinking ability. According to the national curriculum standards, English reading ability is an essential skill for English learners. At the same time, the national curriculum standards also put forward the requirements for the cultivation of students'thinking quality. However, in the related research of English teachers' classroom questioning, the research direction is more focused on the college English classroom, but less on the middle school classroom; In the aspect of research content, although there are some researches on the types, functions and strategies of teachers' questioning, but based on the classification of Bloom educational objectives, the research angle of combining the types and models of teachers' questioning with the students' cognitive development is still few. Therefore, it is of theoretical and practical significance to study the classroom questioning mode of senior high school English reading teachers. This study uses three methods: classroom recording, interview and questionnaire, to study six English teachers' question patterns in reading class from two different senior high schools in Neijiang City. It is found that the six teachers tend to use the types of low cognitive problems such as memory and understanding, while the types of applied problems are few, and the types of output and evaluation are lacking. The reason for this phenomenon may be that teachers pay more attention to students' memory ability in traditional English teaching in senior high school, and the other is that teachers' design of teachers' questioning is not mature enough. As far as the question mode is concerned, there are some characteristics in the three reading teaching stages: before reading, reading and reading after reading. In the pre-reading stage, the teachers tend to ask questions in two ways. 1. Using high cognitive question types such as output type and evaluation type to stimulate students' interest and guide students to understand the whole situation of text topic; 2. Start with the details of the reading text by using the low-cognitive problem types such as factual, empirical and so on. At the middle stage of reading, the teachers who adopt the Bottom-up reading teaching mode tend to use the question mode from low cognition to high cognitive question type. On the other hand, the teachers who adopt the Top-down reading teaching mode tend to use the question mode of transition from high cognition to low cognitive question. In the post-reading stage, the six teachers were inclined to use a kind of questioning model, that is, the use of the output type, evaluation type and other types of high cognitive problems to cause students to further thinking about the text. But on the whole, the teacher question mode is not mature enough and systematic. At the same time, the guidance to the students' thinking ability is not deep enough. The main reasons are as follows: first, high school English teachers lack the consciousness of applying theoretical knowledge to classroom questioning design; second, senior English teachers' questions are not mature enough to guide students' thinking. In view of these problems, the present study suggests that senior English teachers can consciously apply the Bloom cognitive classification theory to teachers' question design, and strengthen the research on students' reading tasks at different stages of reading, on the basis of which they can reasonably design the types of questions. At the same time, increase the number of high cognitive problem types, so as to achieve the teaching goal of developing students' thinking quality from simple to deep, layer by layer.
【學(xué)位授予單位】：四川師范大學(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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