本文選題：優(yōu)秀教師提問(wèn) + 初中英語(yǔ)�。� 參考：《安慶師范大學(xué)》2017年碩士論文

【摘要】：教師話語(yǔ)一直是英語(yǔ)教學(xué)研究中的一個(gè)重要課題。它在課堂教學(xué)中也起著重要的作用,為教學(xué)的成功奠定了基礎(chǔ)。在英語(yǔ)教學(xué)過(guò)程中,教師提問(wèn)是教師話語(yǔ)中不可缺少的一部分。有效的教師提問(wèn)是組織英語(yǔ)課堂的關(guān)鍵。教師可以通過(guò)提問(wèn)和反饋來(lái)激發(fā)學(xué)生的思維,培養(yǎng)他們的語(yǔ)言能力。初中英語(yǔ)教師需要提高自己的提問(wèn)能力,但他們?nèi)狈ψ銐虻膮⒖�。此�?雖然目前有一些對(duì)教師提問(wèn)的研究,但他們主要集中在提問(wèn)策略和技巧方面。對(duì)優(yōu)秀初中英語(yǔ)教師的高效提問(wèn)的研究明顯缺乏。本文選擇了5例2015年11月在青島舉行的第十一屆全國(guó)初中英語(yǔ)示范課的優(yōu)秀案例,對(duì)這些優(yōu)秀課例中的教師提問(wèn)進(jìn)行研究。筆者試圖從提問(wèn)類(lèi)型、提問(wèn)策略、等待時(shí)間、問(wèn)題分布和教師反饋五個(gè)方面總結(jié)出優(yōu)秀英語(yǔ)教師提問(wèn)的一些共性和特點(diǎn)。通過(guò)對(duì)這些課程的錄像和收集資料的分析,采用定性和定量相結(jié)合的研究方法,主要發(fā)現(xiàn)如下:(1)提問(wèn)類(lèi)型:優(yōu)秀教師在課堂上提出的陳述性問(wèn)題多于參考性問(wèn)題。但參考性問(wèn)題的比例大于普通教師的比例。(2)提問(wèn)策略:優(yōu)秀教師能夠采用多種提問(wèn)策略指導(dǎo)學(xué)生回答問(wèn)題。(3)問(wèn)題分布:五位優(yōu)秀教師都有自己更喜歡的學(xué)生。他們經(jīng)常提問(wèn)同一個(gè)學(xué)生。(4)等待時(shí)間:數(shù)據(jù)顯示,五位教師的平均等待時(shí)間是4.64s,這表明優(yōu)秀的教師給了學(xué)生足夠的時(shí)間思考問(wèn)題。(5)教師的反饋:優(yōu)秀教師均采用積極的反饋來(lái)評(píng)價(jià)學(xué)生的答案。重復(fù)加表?yè)P(yáng)反饋(39.4%)在課堂上使用最頻繁�；谝陨系难芯拷Y(jié)果,根據(jù)輸入假說(shuō),輸出假設(shè)和互動(dòng)假設(shè)對(duì)本研究提供的理論基礎(chǔ),本文就初中英語(yǔ)課堂教師提問(wèn)提供了一些啟示和建議,希望能就提高初中英語(yǔ)教師的課堂提問(wèn)能力方面給出參考,進(jìn)而提高初中英語(yǔ)教師的教學(xué)能力和教學(xué)質(zhì)量。以下是一些主要的建議:(1)教師應(yīng)注意平衡陳述性問(wèn)題與參考性問(wèn)題的比例。(2)教師應(yīng)根據(jù)不同的問(wèn)題類(lèi)型、問(wèn)題的難度和學(xué)生的水平來(lái)改變他們的提問(wèn)策略。(3)在問(wèn)題分配上,教師應(yīng)平衡提問(wèn)分布,合理分配問(wèn)題。(4)在等待時(shí)間方面,教師應(yīng)給予學(xué)生足夠的時(shí)間去考慮他們提出的問(wèn)題。(5)對(duì)于反饋形式,積極反饋是主要的反饋形式。教師應(yīng)多鼓勵(lì)和表?yè)P(yáng)學(xué)生。但是,本研究難免存在樣本量少、作者能力有限等不足,因此,本文最后指出了本研究的不足之處和進(jìn)一步研究的方向。
[Abstract]:Teacher talk has always been an important topic in English teaching research.It also plays an important role in classroom teaching and lays the foundation for the success of teaching.In the process of English teaching, teachers' questioning is an indispensable part of teacher's discourse.Effective teacher questioning is the key to organizing English class.Teachers can stimulate students' thinking and develop their language ability by asking questions and feedback.Junior high school English teachers need to improve their ability to ask questions, but they lack sufficient reference.In addition, although there are some researches on teachers' questioning, they mainly focus on questioning strategies and techniques.The research on the effective questioning of excellent junior middle school English teachers is obviously lacking.In this paper, five excellent cases of the 11th National Junior English demonstration course held in Qingdao in November 2015 are selected and the teachers' questions in these excellent examples are studied.The author tries to sum up some common features and characteristics of excellent English teachers' questions from five aspects: the type of questioning, the strategy of questioning, the waiting time, the distribution of questions and the feedback of teachers.Through the analysis of the video recording and data collection of these courses, the qualitative and quantitative research methods are adopted. The main findings are as follows: the outstanding teachers put forward more declarative questions than reference questions in the classroom.But the proportion of referential questions is larger than that of ordinary teachers. 2) Question-asking strategies: excellent teachers can use a variety of questioning strategies to guide students to answer questions. 3) the distribution of questions: all five excellent teachers have their own preferred students.They often ask the same student how long they wait: the data shows,The average waiting time of the five teachers is 4.64s, which shows that the excellent teachers give students enough time to think about the questions. 5) the feedback of the teachers: all the excellent teachers use positive feedback to evaluate the students' answers.Repetition plus praise feedback is 39. 4%) most frequently used in class.Based on the above results, and based on the theoretical basis provided by the input hypothesis, output hypothesis and interaction hypothesis, this paper provides some enlightenment and suggestions for English classroom teachers in junior high school.It is hoped that this paper can give some references to improving the classroom questioning ability of junior middle school English teachers, and then improve the teaching ability and teaching quality of junior middle school English teachers.Here are some major suggestions: 1) Teachers should pay attention to balancing the proportion of declarative and referential problems. Teachers should change their question strategies according to different types of problems, difficulty of problems and students' level).In the aspect of waiting time, teachers should give students enough time to consider their questions. 5) for the form of feedback, positive feedback is the main form of feedback.Teachers should encourage and praise students more.However, there are some shortcomings in this study, such as small sample size and limited author's ability. Therefore, this paper finally points out the shortcomings of this study and the direction of further research.
【學(xué)位授予單位】：安慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.41

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