本文選題：教師提問 + 英語課堂　； 參考：《湖北師范大學(xué)》2017年碩士論文

【摘要】：在外語課堂教學(xué)中,教師話語不僅僅是有效教學(xué)的重要媒介,更是語言應(yīng)用的典范。教師課堂提問是教師話語不可或缺的組成部分,是課堂教學(xué)過程中師生最普遍、最有效的互動交流方式。有效的教師提問可以激發(fā)學(xué)生的好奇心和學(xué)習(xí)動機(jī),提高學(xué)生對教學(xué)內(nèi)容的關(guān)注度,同時,還可以啟發(fā)學(xué)生的思維和想象力,增加學(xué)生參與課堂活動的積極性和主動性,活躍課堂氣氛。語言教師的課堂提問不僅是學(xué)生語言輸入的重要來源,也是幫助學(xué)生理解知識、建構(gòu)知識、發(fā)展能力的重要手段。本研究主要針對15名英語教師課堂實(shí)錄中的提問話語進(jìn)行分析。本研究的主要理論依據(jù)為語言輸入假說(Input Hypothesis)、輸出假設(shè)理論(Output Hypothesis)和交互假說(Interaction Hypothesis)。以15名英語教師的課堂實(shí)錄為樣本研究,運(yùn)用了錄像分析、定性研究和定量研究的研究方法。本研究主要分為三個維度:教師提問的類型、教師提問的策略和教師提問的方式。根據(jù)課堂觀察和數(shù)據(jù)分析,研究結(jié)論如下:(1)語言課堂的教師提問中,參考性問題(56.9%)多于展示性問題(43.1%)。教師會根據(jù)不同教學(xué)階段的教學(xué)目標(biāo)設(shè)置不同的提問類型。(2)重復(fù)策略(37.9%)使用的最為頻繁,其他三個策略使用比例也很大。所有的課堂提問策略(55%)幾乎都被有效地使用。(3)教師使用不同的提問方式鼓勵學(xué)生積極參與課堂活動。自愿回答(47.2%)和全班回答(34.8%)是最為常見的課堂提問方式�；谏鲜鲅芯拷Y(jié)論,總結(jié)出英語教學(xué)過程中關(guān)于教師提問話語的一些啟示。
[Abstract]:In foreign language classroom teaching, teacher talk is not only an important medium of effective teaching, but also a model of language application. Teacher classroom questioning is an indispensable part of teacher talk, and is the most common and effective interactive communication between teachers and students in the process of classroom teaching. Effective teacher questioning can arouse students' curiosity and learning motivation, improve students' attention to teaching content, at the same time, it can also inspire students' thinking and imagination, and increase students' enthusiasm and initiative to participate in classroom activities. Active classroom atmosphere. The classroom questioning of language teachers is not only an important source of students' language input, but also an important means to help students understand knowledge, construct knowledge and develop their abilities. The present study focuses on the analysis of the questioning discourse in the classroom records of 15 English teachers. The main theoretical bases of this study are input hypotheses, output hypotheses and interaction hypotheses. Taking the classroom record of 15 English teachers as a sample, the research methods of video analysis, qualitative research and quantitative study are used. This study is divided into three dimensions: the types of teachers' questions, the strategies of teachers' questions and the ways of teachers' questions. According to the classroom observation and data analysis, the conclusions of the study are as follows: (1) among the teachers' questions in the language classroom, the reference question is 56.9%) more than the demonstrative question (43.1%). According to the teaching objectives of different teaching stages, teachers will set up different types of questions (3.79%), and the other three strategies will be used in a large proportion. Almost all classroom questioning strategies are used effectively. 3) Teachers use different questioning methods to encourage students to participate actively in classroom activities. Voluntary answer (47.2) and class answer (34.8) are the most common classroom questions. Based on the above conclusions, this paper sums up some enlightenments on teacher's question talk in English teaching.
【學(xué)位授予單位】：湖北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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本文編號：2011294