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  本文關(guān)鍵詞：新手型教師與專家型教師初中英語課堂提問對比分析　出處：《西北師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 教師提問 問題類型 反饋

【摘要】：提問是課堂上外語教師常用的教學(xué)方法之一。對課堂提問的研究可以涉及很多方面,例如提問的分類,提問的技巧和策略,提問的反饋等等。從國內(nèi)外的研究中我們發(fā)現(xiàn),提問的技巧、提問的內(nèi)容和方式都能影響學(xué)生參與課堂的積極性。本文將以初中課堂為例,以可理解性輸入理論、輸出假設(shè)理論和交互理論為理論基礎(chǔ),從教師的課堂提問數(shù)量、課堂提問方式、等候時間和反饋方式四個方面對新手教師與專家型教師的課堂教師提問展開對比研究。通過對比兩類教師的教師提問,分析新手教師與專家型教師在教師提問方面的差異,從而探究初中英語課堂教學(xué)中教師提問的特點(diǎn)、現(xiàn)狀及存在的問題。在此基礎(chǔ)上,增強(qiáng)初中英語教師,尤其是新手教師對教師提問的重視程度,為促進(jìn)教師的專業(yè)發(fā)展和提高中學(xué)英語課堂教學(xué)質(zhì)量提供有益的建議和啟示。本研究分別選取不同中學(xué)的兩位新手教師與兩位專家型教師,通過課堂觀察與錄音和問卷調(diào)查的研究方法,對四位教師的課堂提問進(jìn)行了數(shù)據(jù)收集和分析。研究結(jié)果表明,在問題數(shù)量方面,新手教師與專家型教師的問題數(shù)量存在明顯差別。專家型教師的問題數(shù)量遠(yuǎn)遠(yuǎn)多于新手教師;在問題類型方面,新手教師與專家型教師沒有明顯區(qū)別,兩者都偏向于展示型問題。但是,在課堂不同的階段,兩種類型的問題的使用存在差異,即在課堂導(dǎo)入和課文呈現(xiàn)階段,專家型教師使用參考性問題的數(shù)量多于新手型教師;在等候時間方面,兩種類型的教師等候時間都不長,但是專家型教師的等候時間略高于新手型教師;教師反饋這一方面,新手型教師和專家型教師都善于運(yùn)用積極的反饋,但專家型教師的反饋更重視對問題答案的解釋和補(bǔ)充,新手型教師更多的是簡單的積極反饋。根據(jù)以上的結(jié)論,本研究提出以下建議:新手教師與專家型教師都應(yīng)該平衡參考性問題和展示型問題的數(shù)量,很好地把兩種問題結(jié)合起來;新手教師應(yīng)該增加參考型問題的數(shù)量,減少展示型問題的數(shù)量;新手教師應(yīng)該更積極的對待學(xué)生的反饋;新手教師和專家型教師應(yīng)該延長等待時間以便學(xué)生能更好地回答問題和完善答案。本論文關(guān)于新手教師與專家型教師在課堂提問的對比研究,為新手教師課堂能力的提高和課堂教學(xué)質(zhì)量的保證提供了一些參考意見。希望新手教師可以從中受到啟發(fā),促進(jìn)自己的專業(yè)發(fā)展。
[Abstract]:Classroom questioning is one of the commonly used teaching methods of foreign language teachers. Research on classroom questioning can involve many aspects, such as questions classification, skills and Strategies of questioning, questioning the feedback and so on. From the research we found that the questioning skills, content and way of questioning can affect the enthusiasm of students to participate in classroom. Taking junior middle school as an example, the theory of comprehensible input and output hypothesis and interaction theory as the theoretical basis, from the number of teachers, classroom questioning, wait time and feedback four aspects of novice teachers and expert teachers in the classroom teacher questioning the comparative study by comparing the two. Class teacher questions, analysis of novice teachers and expert teachers in the teachers' questioning aspects of the differences, to explore the characteristics of junior high school English teachers' questions in the classroom teaching, the status quo and existing The problem. On this basis, strengthen junior middle school English teachers, especially the novice teachers to pay attention to teachers' questioning, provide suggestions and Enlightenment for promoting the professional development of teachers and improve the quality of middle school English teaching. Two new teachers in this study selected different schools and two expert teachers, through research the methods of classroom observation and recording and questionnaire survey, classroom questioning of four teachers by the data collection and analysis. The results show that, in terms of quantity, there are significant differences between the number of novice teachers and expert teachers. The number of expert teachers more questions than novice teachers; in terms of types of questions, the novice teachers and the expert teachers have no obvious difference, both tend to display questions. However, in the classroom in different stages, using two types of problems exist in the difference. Into the classroom and the present stage, the problem of the use of reference of expert teachers more than the number of novice teachers; in the waiting time, two types of teachers' waiting time is not long, but the waiting time is slightly higher than that of expert teachers and novice teachers; teacher feedback on the one hand, the novice teachers and expert teachers good at using the positive feedback, but the feedback of expert teachers pay more attention to explain and supplement the answers, the novice teacher is more simple positive feedback. Based on the above conclusions, this study proposes the following suggestions: novice teachers and expert teachers should the quantity balance of referential questions and display questions. Well the two problems together; novice teachers should increase the number of reference problem, reduce the number of display questions; novice teachers should be more positive feedback to students; novice The teacher and the expert teacher should extend the waiting time so that students can better answer questions and perfect answer. In this thesis, a comparative study of the novice teachers and expert teachers in the classroom questioning, for the novice teachers classroom ability and improving teaching quality guarantee to provide some suggestions. I hope novice teachers can be inspired. To promote their professional development.

【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41

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