本文選題：高中英語(yǔ)　切入點(diǎn)：教師提問(wèn)　出處：《上海師范大學(xué)》2016年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：教師提問(wèn)是在高中英語(yǔ)課堂里普遍發(fā)生的教學(xué)活動(dòng),也是教師們廣泛使用的和學(xué)生互動(dòng)的模式。跟隨教師提問(wèn),學(xué)生們順利進(jìn)入教師的授課邏輯,促使學(xué)生思考,從被動(dòng)學(xué)習(xí)模式轉(zhuǎn)為主動(dòng)學(xué)習(xí)模式,同時(shí),學(xué)生回答老師的提問(wèn),可以增加他們的自信并深化他們的思考,從而對(duì)英語(yǔ)學(xué)習(xí)更為積極和踴躍,更重要的是,在這種互動(dòng)式的教學(xué)活動(dòng)中,學(xué)生的口語(yǔ)表達(dá)得到了鍛煉。但提問(wèn)是一門(mén)深?yuàn)W的學(xué)問(wèn),依據(jù)學(xué)生的特點(diǎn),設(shè)計(jì)好的問(wèn)題,對(duì)學(xué)生口語(yǔ)的輸出才有正效應(yīng)。本文從高中英語(yǔ)課堂教師提問(wèn)的實(shí)際狀況入手,探討提問(wèn)中存在的問(wèn)題和改進(jìn)的方案,并通過(guò)觀察改進(jìn)方案的效果,探究教師提問(wèn)與學(xué)生口語(yǔ)表達(dá)輸出之間的關(guān)系,并在此基礎(chǔ)上提出優(yōu)化提問(wèn),提升英語(yǔ)口語(yǔ)教學(xué)效果的一些建議。本文在輸入假說(shuō)、輸出假說(shuō)及互動(dòng)理論的基礎(chǔ)上,主要采用調(diào)查法、訪談法、課堂觀察法及教學(xué)班對(duì)照法四種研究方法,以上海南洋模范中學(xué)為樣本,隨機(jī)選取了高一年級(jí)兩個(gè)班級(jí),設(shè)計(jì)改進(jìn)的提問(wèn)方案,來(lái)探討高中英語(yǔ)教師提問(wèn)改進(jìn)對(duì)學(xué)生口語(yǔ)輸出的改進(jìn)效果。通過(guò)對(duì)上海市南洋模范中學(xué)高中一年級(jí)共286位學(xué)生發(fā)放問(wèn)卷,并對(duì)同年級(jí)的4位英語(yǔ)教師進(jìn)行訪談,了解高中英語(yǔ)教師課堂提問(wèn)的現(xiàn)狀,并發(fā)現(xiàn)其中存在的問(wèn)題,在此基礎(chǔ)上設(shè)計(jì)一個(gè)改進(jìn)的提問(wèn)方案,在之后為期兩個(gè)月的課堂教學(xué)中檢驗(yàn)這一方案的有效性。隨機(jī)被選的兩個(gè)班級(jí),一個(gè)是實(shí)驗(yàn)班,另一個(gè)班是對(duì)照班。在教學(xué)實(shí)驗(yàn)中,實(shí)驗(yàn)班的教師運(yùn)用了研究者設(shè)計(jì)的教師提問(wèn)方案,即采用了推理問(wèn)題和開(kāi)放性問(wèn)題;教師在提問(wèn)后等待3-5秒給學(xué)生思考的時(shí)間;當(dāng)學(xué)生不能自己回答問(wèn)題時(shí),教師幫助、鼓勵(lì)學(xué)生表述自己的觀點(diǎn);教師在學(xué)生回答后給予正面反饋或者糾正性反饋。而在另一個(gè)對(duì)照班,教師按照原有的提問(wèn)方法開(kāi)展教學(xué)。對(duì)對(duì)照班的研究發(fā)現(xiàn):總體上,目前教師課堂提問(wèn)比較隨意,提問(wèn)時(shí)較少考慮提問(wèn)對(duì)學(xué)生口語(yǔ)輸出的作用。具體來(lái)說(shuō)1)教師提問(wèn)種類(lèi)比較單一,沒(méi)有觸及學(xué)生興趣點(diǎn),影響學(xué)生參與的積極性;2)教師提問(wèn)后留給學(xué)生思考的時(shí)間不足影響學(xué)生作答的準(zhǔn)確性和創(chuàng)造性;3)教師不重視提問(wèn)策略的運(yùn)用,對(duì)于學(xué)生的參與沒(méi)有恰當(dāng)?shù)墓膭?lì);4)教師自己給出的反饋太粗枝大葉,不能使得學(xué)生從問(wèn)題中獲得較大的收益。對(duì)實(shí)驗(yàn)班的研究發(fā)現(xiàn):總體上,改進(jìn)后的教師提問(wèn)對(duì)高中生的口語(yǔ)輸出能力有較大的提高。首先提問(wèn)類(lèi)型的多樣化能給學(xué)生更大空間去表達(dá)闡述自己的觀點(diǎn);其次,候答時(shí)間的適當(dāng)延長(zhǎng)可以讓學(xué)生有充分時(shí)間思考,構(gòu)思他的用詞和語(yǔ)句;第三,適當(dāng)運(yùn)用提示策略能使學(xué)生的口語(yǔ)輸出更完整;最后,正反饋中引發(fā)進(jìn)一步輸出的反饋及負(fù)反饋中的隱含反饋都能鼓勵(lì)學(xué)生敢于表達(dá)更多的想法。這幾個(gè)方面都顯著影響學(xué)生口語(yǔ)輸出的輸出量和復(fù)雜性。最后,本文指出了研究的不足和未來(lái)的改進(jìn)方向基于本次實(shí)驗(yàn)研究結(jié)果,對(duì)當(dāng)前英語(yǔ)口語(yǔ)課堂教學(xué)如何提問(wèn),提出了一些可操作性的建議,以企對(duì)目前英語(yǔ)課堂教學(xué)有所幫助。
[Abstract]:Teacher questioning is a common occurrence in senior high school English classroom teaching activities, is widely used for teachers and students interact. Follow the teacher questions, students enter the teachers' teaching logic, encourage students to think, from passive learning to active learning mode, at the same time, the students answer the teacher's question, can increase their confidence and deepen their thinking, to learning English more actively and enthusiastically, more importantly, in the interactive teaching activities, students' oral expression is improved. But it is a profound knowledge, according to the characteristics of students, the design problems on students' oral output have a positive effect. Based on the actual situation of teachers of senior high school English classroom questioning of questions of the existing problems and improvement scheme, and by observing the improvement effect on Teacher Questioning The relationship between the expression of output and college students' oral English, and on the basis of the optimization question, some advices about improving oral English teaching. Based on the input hypothesis, output hypothesis and interaction based on the theory, mainly using the method of investigation, interview, classroom observation and teaching class control method of four kinds of research methods, in Shanghai Nanyang model high school as the sample, randomly selected two classes of the first grade high, questioning improvement design, to explore the high school English teachers' questioning the improvement effect on students' oral output. The Shanghai Nanyang model high school the first grade students a total of 286 questionnaires, and 4 English teachers of the same grade interview, current situation of high school English teachers' classroom questioning, and find the existing problems, an improved design scheme based on this question, after two months of classroom teaching To test the effectiveness of this scheme. Two classes were selected, one is the experimental class, another class is the control class. In the teaching experiment, the experimental class teacher the researchers used the design of teacher questioning scheme, which uses the reasoning and open questions; teachers wait for 3-5 seconds give the students time to think in question; when students can not answer questions, help teachers to encourage students to express their own views; the teacher in the student answer given positive feedback or corrective feedback. In another control class, teachers in accordance with the original method of questioning teaching on the control class. Overall, the current teachers'questioning questions more casual, less consider the role of questioning on students' oral output. Specifically, 1) teacher questioning a single type and no students interested in touch, affect the enthusiasm of the students; 2) teaching Effect of lack of time for students to think about questions after the teacher students answer accuracy and creativity; 3) teachers do not pay attention to the use of questioning strategies, for the participation of students without proper encouragement; 4) teachers give feedback too crude and careless, can make students get greater benefits from the problem. The Research on the experimental class found: Overall, after the improvement of teachers' questioning can significantly improve the spoken English ability of high school students. The first question type of diversification can give students more space to express their viewpoints; secondly, waiting time prolonging can let students have sufficient time to think, thinking about his words and sentences; third, appropriate use the cue strategy can make the students' oral output more complete; finally, the positive feedback caused further output feedback and negative feedback are implicit can encourage students dare to express more feedback in The idea. These aspects have a significant influence on the output and complexity of students' oral output. Finally, this paper points out the insufficiency and the future direction of the improvement based on the experimental results, the current oral English classroom teaching how to ask questions, put forward some feasible suggestions to help enterprises on the current English classroom teaching somewhat.

【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.41

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