本文選題：教師提問 + 支架作用　； 參考：《江西師范大學(xué)》2016年碩士論文

【摘要】：作為一種課堂教師活動(dòng),教師提問一直是課堂教學(xué)中非常有效而且有用的方法。提問是英語課堂構(gòu)成的主要部分,尤其是在閱讀課。因此,教師提問的影響引起了很多學(xué)者的注意。大多數(shù)教師提問研究都是描述提問的作用,頻次和等候時(shí)間,并未探究教師如何使用提問幫助學(xué)生掌握語言知識,學(xué)習(xí)語言。教師的支架作用是一個(gè)新的研究教師提問的角度。它意味著教師適當(dāng)?shù)厥褂迷捳Z工具來提高學(xué)生的語言學(xué)習(xí)。為了更好的理解教師提問的支架作用和促進(jìn)在課堂上的互動(dòng)達(dá)到增強(qiáng)學(xué)生第二語言的能力,本論文采用定性和定量相結(jié)合的方法,基于建構(gòu)主義和支架理論來研究初中英語閱讀課堂教師提問的支架作用。這項(xiàng)研究中的四個(gè)老師都是來自江西省南昌市郊區(qū)的一個(gè)初中。作者觀察了每個(gè)老師的二節(jié)課,總共八節(jié)課。這些課都會(huì)被錄音但是只有教師提問的部分和學(xué)生相應(yīng)的回答會(huì)被轉(zhuǎn)錄成文字。本研究中的教師提問分類主要基于Hakansson和Lindberg(1988),即對/錯(cuò)問題,以or-或以Wh-開始的問題,以及LongSato(1983)的展示性問題和參考性問題之分。支架作用則基于Wood(1976),策略匪類則基于趙妮莎(2012)的教師提問策略。教師訪談作為補(bǔ)充研究工具,其主要目的是了解教師為何要提出各種各樣問題的,以及什么問題教師認(rèn)為適合初中的學(xué)生。通過這些方法,本研究試圖回答以下問題:(1)老師在初中英語閱讀課堂上問了哪些類型的問題?在哪一個(gè)階段教師問的問題最多?(2)在初中英語閱讀課堂,教師提問采用了哪些策略?(3)教師通過提問策略實(shí)現(xiàn)哪些教師支架作用?研究結(jié)果發(fā)現(xiàn),所有的老師,無論年輕還是年長,都經(jīng)常問wh-形式的問題。在閱讀中這一階段,他們所提的展示性問題相比要多于參考性問題。原因可能有兩個(gè),一個(gè)是初中生是英語初學(xué)者,所以展示性問題可以刺激他們更多的產(chǎn)出和增加信心;盡管兩個(gè)年長的老師,T3和T4,盡管他們的參考性問題數(shù)量較多,但他們問得更多仍是展示性的問題。二是在初中,課文閱讀是學(xué)生如何學(xué)習(xí)閱讀的基礎(chǔ),因此所有的老師都喜歡在閱讀階段問問題。這個(gè)階段是一個(gè)重要的階段,教師應(yīng)該給予更多的支架幫助給初中的學(xué)生讓他們可以閱讀更準(zhǔn)確和順暢。提問的策略確切的分為重復(fù)(改述),簡化(提示),簡化(縮小),探問,叫別的學(xué)生回答,自我解釋和延長等待時(shí)間。在這個(gè)七個(gè)策略中,教師采用的最多的是探問,這是因?yàn)檫@能增加學(xué)生參與課堂的熱情性。其次使用較多的是提示,當(dāng)老師們認(rèn)為學(xué)生的回答不滿意,他們會(huì)提供更多的信息或者暗示來幫助學(xué)生。這也被認(rèn)為是讓學(xué)生參與互動(dòng)的一種有效的方式。所有的老師都很少自己解釋問題的答案。在教師和學(xué)生的互動(dòng)中,老師們總是通過支架性的問題幫助學(xué)生建立語言知識,使得學(xué)生積極參與到課堂教學(xué)活動(dòng),而且動(dòng)態(tài)的課堂氣氛有助于學(xué)習(xí)語言。最廣泛的支架幫助是DM(維持既定目標(biāo))。老師經(jīng)常探問學(xué)生讓他們對問題說的更多和保持對討論的興趣。其次是RDF(簡化問題),即當(dāng)學(xué)生理解不了問題或者給出錯(cuò)誤回答時(shí),老師們總是重復(fù)問題,探問學(xué)生和延長等待時(shí)間來簡化問題幫助學(xué)生給出正確答案。本研究有助于了解低幼學(xué)習(xí)者英語閱讀課堂中的教師提問。
[Abstract]:As a classroom teacher's activity, teacher questioning has been a very effective and useful method in classroom teaching. Asking questions is the main part of the English class, especially in the reading class. Therefore, the influence of teachers' questions has aroused the attention of many scholars. Most of the teachers' questioning studies are the roles of describing questions, frequency and waiting. It does not explore how teachers use questions to help students master language knowledge and learn language. The role of teachers' scaffolding is a new angle for teachers to ask questions. It means that teachers appropriately use discourse tools to improve students' language learning. In order to better understand the role of teacher questioning and promote the interaction in the classroom. In order to enhance the students' second language ability, this paper uses a combination of qualitative and quantitative methods, based on Constructivism and scaffolding theory to study the scaffolding of junior high school English reading classroom teachers. The four teachers in this study were from a junior middle school in the suburb of Nanchang, Jiangxi. The author observed each teacher. Two classes, a total of eight classes. These classes will be recorded, but only the teachers' questions and students' answers will be transcribed into text. The classification of teachers in this study is mainly based on Hakansson and Lindberg (1988), that is, the question of / or error, the questions starting with or- or Wh-, and the display and reference of LongSato (1983). The part of the problem is based on Wood (1976), and the strategy bandits are based on Zhao Nisha's (2012) teacher questioning strategy. Teacher interviews are used as supplementary research tools. The main purpose of this study is to understand why teachers propose a variety of questions and what problems teachers think appropriate to junior high school students. Through these methods, this study tries to answer the question. The following questions are: (1) what types of questions are teachers asked in the junior middle school English reading class? At which stage teachers ask most of the most questions? (2) what are the strategies for teachers' Questioning in Junior English reading classes? (3) what teacher support is the teacher's implementation through questioning strategies? The results have been found that all teachers, young or young Older, often asked questions about the wh- form. In this stage of reading, they put forward more than a reference problem. There may be two reasons. One is that junior high school students are beginners in English, so the display questions can stimulate their more output and confidence; despite the two older teachers, T3 and T4, despite him, There are a large number of reference questions, but they ask more about the problem of display. Two is in junior high school, reading is the basis of how students learn to read, so all teachers like to ask questions at the reading stage. This stage is an important stage, and teachers should give more support to help students in junior middle school. They can read more accurately and smoothly. The strategy of asking questions is exactly divided into repetition, simplification, simplification, inquiry, asking other students to answer, self explanation and prolonging the waiting time. In these seven strategies, the most important thing for teachers is to ask, this is because this can increase the enthusiasm of students to participate in the classroom. Secondly, More often, it is suggested that when teachers think the students' answers are dissatisfied, they will provide more information or hints to help students. It is also considered an effective way for students to participate in the interaction. All teachers rarely explain the answers to their questions. Teachers and students always pass through the scaffold in the interaction between teachers and students. The question of sex helps students to build language knowledge so that students are actively involved in classroom activities, and the dynamic classroom atmosphere helps to learn the language. The most extensive support is DM (maintaining the established goal). Teachers often ask students to let them speak more about problems and keep their interest in discussion. Secondly, RDF (simplification), When the students can not understand the problem or give the wrong answer, the teachers always repeat the questions, ask the students and extend the waiting time to help the students to give the correct answers. This study helps to understand the teachers' questions in the English reading class of the young learners.
【學(xué)位授予單位】：江西師范大學(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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