本文選題：課堂提問　切入點：城市教師　出處：《山西師范大學》2017年碩士論文

【摘要】：課堂提問是英語課堂教學中的重要組成部分。教師話語一直是課堂教學研究的焦點,而課堂提問是比較常用的一種話語形式。現(xiàn)階段,我國中學教育存在城鄉(xiāng)二元結(jié)構(gòu),這使得調(diào)查中學英語課堂提問,尤其是不同地區(qū)的課堂提問具有較為重要的現(xiàn)實意義。本研究選擇初中課堂提問作為研究切入點,對原平市城鄉(xiāng)4所初中學校共64名英語教師進行了問卷調(diào)查,調(diào)查針對城市英語教師和鄉(xiāng)村英語教師,在對課堂提問的態(tài)度,課前準備、課中對課堂提問的生成以及課后對課堂提問的反思四個方面的相似和差異。然后通過課堂觀察于真實的教學情境中,選擇3名城市英語教師和3名鄉(xiāng)村英語教師的共12節(jié)課,這六位英語教師都具有5年以上教齡。作者運用課堂觀察量表從提問類型、提問策略,提問后的等待時間、教師提問反饋四個角度,對城市英語教師和鄉(xiāng)村英語教師的課堂提問進行比較,然后探析兩個地方的英語教師課堂提問的相似和差異。調(diào)查問卷的研究結(jié)果表明:(1)教師對課堂提問的態(tài)度。城市教師和鄉(xiāng)村教師普遍都認為課堂提問重要,對提高學生參與課堂互動重要。提問的主要目的大都是檢查學生理解情況。但是城市教師對提問和策略更加重視,他們提問為了激發(fā)學生思維而有些鄉(xiāng)村教師是為了復(fù)習知識。(2)教師課前對課堂提問的準備。城鄉(xiāng)老師在設(shè)計問題的過程中,大部分都會關(guān)注學生的認知,注重教學目標和重難點。但是城市教師有更強的意識,他們根據(jù)教學經(jīng)驗或者互聯(lián)網(wǎng)在課前精心設(shè)計問題,所以花費時間較長,同時將問題與知識點結(jié)合后寫在教案中。而鄉(xiāng)村教師粗略考慮問什么,問題大部分來自教科書或參考書,所以在問題設(shè)計上的花費時間比較少。(3)課堂組織過程。城市英語教師在提問時善于利用小組合作解決難的問題,更習慣提出有思考價值的問題。鄉(xiāng)村教師不經(jīng)常利用小組合作來解決較難的問題,教師自己直接說出答案也不關(guān)注問題是否有思考價值(4)課后反思。城鄉(xiāng)英語教師在課后大都會進行反思,城市教師是“以學生為中心”,而鄉(xiāng)村教師則是“以教師為中心”。同時,很多鄉(xiāng)村教師對課堂提問感到有些壓力。課堂觀察研究結(jié)果表明:(1)課堂提問類型,展示性問題明顯多于參考性問題。城市教師的提問總數(shù)和展示性問題多于鄉(xiāng)村教師,鄉(xiāng)村教師極少使用參考性問題。(2)城市教師的在各種提問策略的分布上更加平衡。鄉(xiāng)村教師提問策略傾向于重復(fù)和解釋兩種策上。(3)城市英語教師給出的等待時間長于鄉(xiāng)村教師。(4)教師反饋,城鄉(xiāng)教師的積極反饋數(shù)量都多于消極反饋,積極反饋方面教師多采用簡單表揚,消極反饋方面多是教師直接改正。但是城市教師使用積極反饋的比例高于鄉(xiāng)村教師。根據(jù)上述結(jié)論,本研究提出一些建議,由于時間不足和自身研究能力有限,該研究存在一定的缺陷,只對城鄉(xiāng)教師課堂提問的幾方面進行了比較,希望對老師們有所啟發(fā)。
[Abstract]:Classroom questioning is an important part in English teaching. Teachers' discourse has been the focus of research in the classroom teaching, classroom questioning is a relatively common form of discourse. At present, there are two structure in urban and rural areas of secondary education in China, which makes the investigation of the middle school English classroom questions, especially has more important realistic meaning classroom questioning in different regions. In this study, junior high school classroom questioning as the starting point, in Yuanping City 4 junior high schools a total of 64 teachers conducted a questionnaire survey, survey of City English teachers and rural English teachers in the classroom questioning attitude, pre class preparation, class of similarities and differences classroom questioning and after-school reflection on Classroom Questioning in four aspects. Then through classroom observation in real teaching situation, choose the city 3 English teachers and 3 rural English teachers A total of 12 classes, the six English teachers who have more than 5 years of age. The author uses classroom observation scale from the question types, questioning strategies, wait time after questioning, questioning the feedback four aspects of classroom questioning of city and rural English teachers of English teachers were compared, and then analysis of similarities and differences two local English teachers' classroom questioning. The questionnaire results showed that: (1) the teachers' attitude to classroom questioning. City teachers and rural teachers are generally considered important to improve classroom questioning, students participate in classroom interaction. The main purpose is to check the students' understanding of questions. But the city of teacher questioning and pay more attention to their questioning strategies, in order to stimulate students' thinking and some rural teachers to review knowledge. (2) to the classroom questioning of teachers before class. The teacher in the urban and rural problems in the process of design, Most people will pay attention to the students' cognition, focus on teaching objectives and difficulties. But the city teachers have greater awareness of them, according to the teaching experience in Internet or carefully before class, so take a long time, at the same time and knowledge with writing in the teaching. The village teacher asked what most cursory consideration. From textbooks or reference books, so in the design spends less time. (3) the classroom organization process. City English teachers make good use of group cooperation to solve the difficult problem in question, more accustomed to put forward thinking values. Rural teachers do not often use the team to solve difficult problems, the teachers themselves the answer is not directly say whether there is concern on the value (4) after reflection. Rural English teachers reflect in the metropolitan city after class, the teacher is "taking students as the center "Rural teachers is" Teacher centered ". At the same time, many rural teachers feel some pressure on Classroom Questioning in classroom observation. The results show that: (1) the classroom questioning types, much more display questions than referential questions. The city teachers' questions count and display questions than rural teachers, rural rarely used teachers' reference. (2) city teachers in the distribution of various questioning strategies on a more balanced. Rural teachers' questioning strategies tend to repeat and explain the two kinds of strategies. (3) city English teachers given waiting time longer than the village teacher. (4) the teacher feedback, positive feedback and teachers' quantity are more than negative feedback, positive feedback of the teachers to use more simple praise, negative feedback is more than teachers directly corrected. But the city teachers use positive feedback is higher than the proportion of rural teachers. According to the conclusions of this study. Some suggestions are put forward. Due to lack of time and limited ability of research, there are some shortcomings in the research. Only a few aspects of classroom questioning are compared between urban and rural teachers, hoping to inspire teachers.

【學位授予單位】：山西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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