課堂提問是教師最常使用的教學(xué)手段,教師提問的質(zhì)量也直接影響著課堂教學(xué)的質(zhì)量。而課堂提問的公平性也正是教育公平問題在課堂教學(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)生的互動中存在著一些不公平的問題,而這些做法對學(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,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,教育公平問題也迫切需要關(guān)注。因此,筆者深入到高中課堂,對教師在課堂提問的公平性進(jìn)行研究,通過文獻(xiàn)查閱,采用課堂觀察法、問卷法以及訪談法對以下問題進(jìn)行深入探討:（1）教師在課堂提問中是否存在對學(xué)生的不公平對待?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)生對教師提問的看法是怎樣的?本研究在濟(jì)南一所高級中學(xué)展開,以94名學(xué)生和5名英語教師為研究對象。通過三個月的研究,筆者對兩個班級的英語課進(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)查問卷,第一次問卷是在課堂觀察之初,通過艾森克人格調(diào)查問卷,對學(xué)生的性格進(jìn)行分類。第二次問卷是有關(guān)課堂提問的公平性問題,以此來了解學(xué)生內(nèi)心的真實(shí)想法。最后,... 

【文章來源】：山東師范大學(xué)山東省

【文章頁數(shù)】：77 頁

【學(xué)位級別】：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



本文編號：3527930