【摘要】：教師提問作為教師把握課堂教學(xué)脈搏的主要手段,多年來一直是語言教學(xué)所關(guān)注的一個焦點。本文以中級對外漢語精讀課教師提問技巧為研究對象，以黃曉穎的八種教師提問分類和趙金銘的五種教師提問分類為理論依據(jù)。采用的是對課堂教學(xué)模塊式解析研究方式，將教師提問放到各個教學(xué)模塊中去解析研究對比。根據(jù)學(xué)生對教師提問的反映，所學(xué)知識和語言能力的反饋，選擇出相對更為實用的教師提問技巧。 本論題總體研究過程為：從實踐中發(fā)現(xiàn)問題，根據(jù)理論研究問題，找出解決問題對策。具體來說，是在實習(xí)過程中，通過觀察法、記錄法搜集對外漢語課堂教學(xué)教師提問的方式方法，然后通過歸類對比。把課堂教學(xué)分為課堂組織環(huán)節(jié)和課堂教學(xué)內(nèi)容兩大教學(xué)模塊。其中課堂組織環(huán)節(jié)模塊分為作業(yè)檢查、新課導(dǎo)入、課堂總結(jié)三個細化教學(xué)模塊，課堂教學(xué)內(nèi)容模塊分為詞匯教學(xué)、語法教學(xué)、課文教學(xué)三個細化模塊分別逐個進行探討研究。最后，，針對每個模塊中學(xué)生的教學(xué)反映、所學(xué)知識和語言能力的反饋，分析總結(jié)出更實用的有效教師提問方式，以提高對外漢語課堂教師提問的效能。 本論文將課堂教學(xué)分化成具體的教學(xué)模塊式進行研究，更利于教師的吸收和接受，方便教師利用此研究成果在實際教學(xué)中進行應(yīng)用。本課題研究利于幫助教師建立和完善課堂提問技能，提高教師對課堂教學(xué)的把握操縱能力。
[Abstract]:As the main means for teachers to grasp the pulse of classroom teaching, teachers' questioning has been the focus of language teaching for many years. This paper takes the middle level Chinese intensive reading class teachers' questioning skills as the research object, taking Huang Xiaoying's eight kinds of teachers' questioning classification and Zhao Jin Ming's five kinds of teachers' questioning classification as the theoretical basis. The method of classroom teaching module analysis and research is adopted, and teachers' questions are put into each teaching module to analyze and compare the research. According to the students' reflection on teachers' questions, the feedback of their knowledge and language ability, the more practical teachers' questioning skills are selected. The overall research process of this thesis is to find out the problems from practice and find out the solutions according to the theoretical research. Specifically, in the process of practice, through observation method, record method to collect the way and method of teaching Chinese as a foreign language teaching teachers, and then through classification and comparison. The classroom teaching is divided into two teaching modules: classroom organizing link and classroom teaching content. Among them, the classroom organizing module is divided into three modules: homework check, new lesson introduction, classroom summary three detailed teaching modules, classroom teaching content module is divided into vocabulary teaching, grammar teaching, text teaching three refinement modules to explore and study one by one. Finally, according to the teaching reflection of each module, the feedback of the knowledge learned and the language ability, the more practical and effective teachers' questioning methods are analyzed and summarized to improve the efficiency of the teachers' questioning in the TCFL classroom. This paper divides classroom teaching into specific teaching modules, which is more conducive to teachers' absorption and acceptance, and is convenient for teachers to use the research results in practical teaching. This research is helpful to help teachers to establish and improve classroom questioning skills and improve teachers' ability to grasp and manipulate classroom teaching.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

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