發(fā)布時(shí)間：2021-12-02 06:43

　　課堂提問(wèn)是教師最常使用的教學(xué)手段,教師提問(wèn)的質(zhì)量也直接影響著課堂教學(xué)的質(zhì)量。而課堂提問(wèn)的公平性也正是教育公平問(wèn)題在課堂教學(xué)中的微觀體現(xiàn)。筆者在之前的支教和實(shí)習(xí)經(jīng)歷中曾發(fā)現(xiàn),有些教師在與學(xué)生的互動(dòng)中存在著一些不公平的問(wèn)題,而這些做法對(duì)學(xué)生產(chǎn)生了負(fù)面影響。這也引起了筆者的關(guān)注,一直想要探索不公平現(xiàn)象是否依然存在。伴隨著新時(shí)代的到來(lái),新課標(biāo)的頒布以及全新教材的使用,新的挑戰(zhàn)也已經(jīng)到來(lái),教育公平問(wèn)題也迫切需要關(guān)注。因此,筆者深入到高中課堂,對(duì)教師在課堂提問(wèn)的公平性進(jìn)行研究,通過(guò)文獻(xiàn)查閱,采用課堂觀察法、問(wèn)卷法以及訪談法對(duì)以下問(wèn)題進(jìn)行深入探討:（1）教師在課堂提問(wèn)中是否存在對(duì)學(xué)生的不公平對(duì)待?如果有,都有哪些表現(xiàn)?（2）其背后的原因有哪些?（3）從教育公平的角度看學(xué)生對(duì)教師提問(wèn)的看法是怎樣的?本研究在濟(jì)南一所高級(jí)中學(xué)展開(kāi),以94名學(xué)生和5名英語(yǔ)教師為研究對(duì)象。通過(guò)三個(gè)月的研究,筆者對(duì)兩個(gè)班級(jí)的英語(yǔ)課進(jìn)行了持續(xù)的課堂觀察。同時(shí)向?qū)W生分發(fā)了兩次調(diào)查問(wèn)卷,第一次問(wèn)卷是在課堂觀察之初,通過(guò)艾森克人格調(diào)查問(wèn)卷,對(duì)學(xué)生的性格進(jìn)行分類。第二次問(wèn)卷是有關(guān)課堂提問(wèn)的公平性問(wèn)題,以此來(lái)了解學(xué)生內(nèi)心的真實(shí)想法。最后,... 

【文章來(lái)源】：山東師范大學(xué)山東省

【文章頁(yè)數(shù)】：77 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Structure of the Thesis
Chapter 2 Literature Review
    2.1 Related Studies on Classroom Questioning
        2.1.1 Studies Abroad
        2.1.2 Studies at Home
    2.2 Related Studies on Educational Equity
        2.2.1 Studies Abroad
        2.2.2 Studies at Home
    2.3 Related Studies on the Equity in Classroom Questioning
        2.3.1 Studies Abroad
        2.3.2 Studies at Home
    2.4 Research Gap
Chapter 3 Key Concepts and Theoretical Foundation
    3.1 Key Concepts
        3.1.1 Classroom Questioning
        3.1.2 Educational Equity
        3.1.3 Unfairness
    3.2 Theoretical Basis
        3.2.1 Rawls's Theory of Justice
        3.2.2 Bloom's Taxonomy
        3.2.3 Eysenck's Personality Theory
Chapter 4 Research Methodology
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Methods
        4.3.1 Classroom Observation
        4.3.2 Questionnaire Survey
        4.3.3 Interview for Teachers and Students
    4.4 Research Procedures
Chapter 5 Results and Discussion
    5.1 The Data Analysis of the Teacher Questioning
        5.1.1 Teacher Questioning and Students' Personality
        5.1.2 Teacher Questioning and Students' Academic Performance
        5.1.3 Teacher Questioning and Students' Seating Arrangements
        5.1.4 Teacher Questioning and Student Background
    5.2 Causes for the Unfairness in Teacher Questioning
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Pedagogical Suggestions
    6.3 Limitations and Suggestions for Future Study
Bibliography
Appendices
    Appendix 1 Classroom Observation Table
    Appendix 2 Questionnaires for Students
    Appendix 3 Interview Outlines
Acknowledgement



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