發(fā)布時(shí)間：2018-02-14 03:20

  本文關(guān)鍵詞： 教師課堂提問 教師信念 教學(xué)實(shí)踐 差異性　出處：《黃岡師范學(xué)院》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：教師的課堂提問是引導(dǎo)學(xué)生參與課堂互動(dòng)的主要方式,對(duì)促進(jìn)外語習(xí)得和語言的發(fā)展發(fā)揮著極其重要的作用。關(guān)于教師的課堂提問,國(guó)內(nèi)外大部分研究都聚焦在提問的分類、提問的分配,提問的修補(bǔ)以及提問對(duì)學(xué)生語言輸出的影響上,而有關(guān)教師對(duì)課堂提問的信念和教學(xué)實(shí)踐的研究卻是微乎其微。此外,已有研究表明教師在教學(xué)中所持的信念對(duì)其教學(xué)行為會(huì)產(chǎn)生很大的影響,因此本研究通過課堂觀察和訪談三位來自黃岡市黃州區(qū)鄉(xiāng)鎮(zhèn)中學(xué)的優(yōu)秀初中英語教師,以初中英語閱讀課為例,從提問的目的、提問關(guān)注的內(nèi)容、提問所涉及的認(rèn)知能力和提問的語言表達(dá)這四個(gè)維度來研究初中英語教師有關(guān)課堂提問的信念與其教學(xué)實(shí)踐之間的關(guān)系。研究結(jié)果表明,在“提問的目的”、“提問關(guān)注的內(nèi)容”以及“提問的語言表達(dá)”上,其教學(xué)實(shí)踐與所持的信念基本是一致的,然而在“提問所涉及的認(rèn)知能力”上,教師的教學(xué)實(shí)踐和所持的信念差異較大。在中國(guó),關(guān)于教師對(duì)課堂提問的信念及其教學(xué)實(shí)踐的研究尚處于初步階段,因此我們需要更多相關(guān)的研究來理解二者之間的關(guān)系,并且已有研究指出并非所有教師都能清楚意識(shí)到自己的教學(xué)信念和其對(duì)教學(xué)實(shí)踐會(huì)產(chǎn)生的影響,所以研究者希望該研究能提升初中英語教師對(duì)課堂提問的關(guān)注度,并幫助英語教師反思自己課堂提問的信念和教學(xué)實(shí)踐。同時(shí),本研究建議初中英語教師應(yīng)加強(qiáng)自身提問技能的學(xué)習(xí)從而提出能培養(yǎng)學(xué)生的思維能力的課堂問題。尤其是針對(duì)工作在鄉(xiāng)鎮(zhèn)或農(nóng)村地區(qū)的初中英語教師,該研究可以起到很好的幫助和借鑒作用。
[Abstract]:Teachers' classroom questioning is the main way to guide students to participate in classroom interaction and plays an extremely important role in promoting the development of foreign language acquisition and language. The distribution of questions, the repair of questions and the influence of questioning on the students' language output, but the research on teachers' beliefs and teaching practice in classroom questioning is very little. Previous studies have shown that teachers' beliefs in teaching have a great impact on their teaching behavior. Therefore, through classroom observation and interviews with three outstanding junior high school English teachers from the township middle schools in Huanggang District, Huanggang District, the present study studies the influence of teachers' beliefs on their teaching behavior. Taking the English reading class of junior high school as an example, from the purpose of asking questions, the contents of questions concerned, The four dimensions of cognitive competence and language expression of questioning are used to study the relationship between teachers' beliefs about classroom questioning and their teaching practice. In terms of the purpose of the question, the content of the concern of the question and the language expression of the question, the teaching practice is basically consistent with the belief held, but in the cognitive ability involved in the question, In China, the research on teachers' beliefs about classroom questioning and their teaching practice is still in the initial stage, so we need more relevant research to understand the relationship between the two. Moreover, it has been pointed out that not all teachers are aware of their teaching beliefs and their influence on teaching practice. Therefore, the researchers hope that this study can increase the attention of junior high school English teachers to classroom questions. It also helps English teachers to reflect on their beliefs and teaching practices. At the same time, This study suggests that junior middle school English teachers should strengthen their own learning of questioning skills and raise classroom problems that can train students' thinking ability, especially for junior middle school English teachers working in villages and towns or in rural areas. This research can play a very good role in helping and reference.
【學(xué)位授予單位】：黃岡師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 溫愛英;;提高農(nóng)村初中英語教師素質(zhì)的策略[J];山東師范大學(xué)外國(guó)語學(xué)院學(xué)報(bào)(基礎(chǔ)英語教育);2007年01期

2 李素霞;;淺談初中英語教師的專業(yè)化之路[J];才智;2008年06期

3 周智忠;;初中英語教師專業(yè)發(fā)展情況調(diào)查[J];山東師范大學(xué)外國(guó)語學(xué)院學(xué)報(bào)(基礎(chǔ)英語教育);2009年01期

4 王紹杰;;初中英語教師如何面對(duì)英語厭學(xué)者[J];才智;2009年27期

5 王瑩;;初中英語教師在多媒體環(huán)境下的角色分析[J];甘肅科技;2009年23期

6 劉春霞;;黑龍江墾區(qū)初中英語教師的素質(zhì)調(diào)查研究[J];科學(xué)咨詢(決策管理);2010年02期

7 黃曦;車s，

本文編號(hào)：1509756