培養(yǎng)具有創(chuàng)新思維能力、自主學(xué)習(xí)能力和合作學(xué)習(xí)能力的人才是高中英語教學(xué)的主要目標(biāo)之一,而要培養(yǎng)出有創(chuàng)新思維的人才,首先要培養(yǎng)起學(xué)生的提問意識(shí)和提問能力。然而,關(guān)于培養(yǎng)學(xué)生英語課堂自主提問能力,少數(shù)民族地區(qū)與發(fā)達(dá)地區(qū)相比,還存在一定差距。近年來,國內(nèi)外學(xué)者越來越關(guān)注課堂上學(xué)生的自主提問,為改善課堂中學(xué)生自主提問意識(shí)和提問能力缺乏的問題,諸多學(xué)者與教師針對(duì)這一方面進(jìn)行了多種研究,也取得了一定的成果,但國內(nèi)專門針對(duì)少數(shù)民族地區(qū)高中學(xué)生在英語課堂上自主提問狀況的研究則鳳毛麟角。因此,本文通過調(diào)查研究少數(shù)民族地區(qū)高中學(xué)生在英語課堂自主提問的總體情況、性別差異及年級(jí)差異,提出相應(yīng)的解決策略,旨在改善少數(shù)民族地區(qū)高中英語課堂上學(xué)生自主提問現(xiàn)狀。本文以建構(gòu)主義學(xué)習(xí)理論和斯溫的可理解性輸出假說為理論基礎(chǔ),采用問卷調(diào)查和訪談的手段對(duì)貴州省黔西南民族自治州興義市一所示范性高中的339名學(xué)生進(jìn)行調(diào)查研究。本文采用的調(diào)查問卷在引用司成勇（2006）的學(xué)生課堂自主提問調(diào)查問卷（學(xué)生問卷）的基礎(chǔ)上進(jìn)行適當(dāng)修改,問卷包含提問意識(shí)、提問頻率、提問類型、提問障礙、提問時(shí)間和提問方式六個(gè)維度。本文的研究問題為:（1）高中英語... 

【文章來源】：廣西師范大學(xué)廣西壯族自治區(qū)

【文章頁數(shù)】：80 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
abstract
Chapter1 Introduction
    1.1 Research Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Present Study
    1.4 Structure of the Thesis
Chapter2 Literature Review
    2.1 Description of Students’Self-questioning
        2.1.1 Definition of Students’Self-questioning
        2.1.2 Classification of Students’Self-questioning
    2.2 Theoretical Foundation
        2.2.1 Constructive Learning Theory
        2.2.2 Swain’s Comprehensible Output Hypothesis
    2.3 Relevant Researches on Students’Self-questioning in Class at Home and Abroad
        2.3.1 Influencing Factors of Students’Self-questioning on Gender Differences and Grade Differences
        2.3.2 Influencing Factors Causing the Lack of Students’Self-questioning
        2.3.3 Strategies of Promoting Students’Self-questioning
    2.4 Theoretical Framework of the Present Study
Chapter3 Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Data Collection and Data Analysis
Chapter4 Results and Discussion
    4.1 Overall Situation of Students’Self-questioning in High School English Class in Guizhou Minority Areas
        4.1.1 Consciousness of Self-questioning
        4.1.2 Quantities of Self-questioning
        4.1.3 Types of Self-questioning
        4.1.4 Obstacles of Self-questioning
        4.1.5 Time for Preparing Self-questioning
        4.1.6 Ways of Self-questioning
    4.2 Gender Differences on Students’Self-questioning in High School English Class in Guizhou Minority Areas
        4.2.1 Types of Self-questioning
        4.2.2 Obstacles of Self-questioning
        4.2.3 Time for Preparing Self-questioning
    4.3 Grade Differences on Self-questioning in High School English class in Guizhou Minority Areas
    4.4 Research Results of the Interview
    4.5 Discussion of the Research Results
Chapter5 Major Findings and Implications
    5.1 Major Findings of the Present Study
    5.2 Implications for English Teachers in Guizhou Minority Areas
        5.2.1 Changing the Questioning Mode in Class
        5.2.2 Training the Skills of Self-questioning on Students
        5.2.3 Cultivating Students’Positive Attitude towards Self-Questioning
        5.2.4 Improving Students’English Oral Proficiency for Self-Questioning
    5.3 Implications for High School Students in Guizhou Minority Areas
        5.3.1 Expanding Knowledge Reserve
        5.3.2 Enhancing Personal Qualities
Chapter6 Conclusion
    6.1 Summary of the Present Study
    6.2 Limitations of the Present Study
    6.3 Suggestions for Future Study
Bibliography
Appendices
    AppendixⅠ
    AppendixⅡ
Publications During the Postgraduate Program
Acknowledgements



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