【摘要】：在過(guò)去的幾十年間,關(guān)于課堂提問(wèn)的研究多集中在教師提問(wèn)上,而對(duì)學(xué)生提問(wèn)的研究相對(duì)較少。研究人員和教師們已經(jīng)意識(shí)到課堂上學(xué)生提問(wèn)的缺乏,并且這一領(lǐng)域的研究在國(guó)外獲得越來(lái)越多的關(guān)注。而國(guó)內(nèi)關(guān)于學(xué)生提問(wèn)的研究起步較晚,且大多集中在理論研究上。研究者們以不同學(xué)校不同階段的學(xué)生作為研究對(duì)象,然而,高中生卻很少被選為這一領(lǐng)域的研究被試。因此,本研究旨在調(diào)查高中英語(yǔ)課堂中的學(xué)生提問(wèn)現(xiàn)象。本研究旨在調(diào)查高中英語(yǔ)課堂學(xué)生提問(wèn)的現(xiàn)狀,找出影響學(xué)生提問(wèn)的因素以及提高學(xué)生提問(wèn)能力的策略。為了達(dá)到這一目的,本研究試圖調(diào)查以下幾個(gè)問(wèn)題:(1)高中英語(yǔ)課堂中學(xué)生提問(wèn)的現(xiàn)狀如何?(2)影響學(xué)生在高中英語(yǔ)課堂屮提問(wèn)的因素有哪些?(3)在高中英語(yǔ)課堂中應(yīng)使用怎樣的策略來(lái)提高學(xué)生的提問(wèn)能力?研究被試是永修一中的148位高中學(xué)生和10位高中英語(yǔ)老師。所有參加本次研究的學(xué)生都是高一年級(jí)的新生而且都已有六年以上的英語(yǔ)學(xué)習(xí)經(jīng)歷。本研究設(shè)計(jì)了課堂觀察、問(wèn)卷調(diào)查以及個(gè)人訪談三種研究方法并且應(yīng)用了SPSS軟件分析所得數(shù)據(jù)。本研究發(fā)現(xiàn)高中學(xué)生并沒(méi)有意識(shí)到學(xué)生提問(wèn)的重要性,很少在英語(yǔ)課堂上發(fā)問(wèn)。學(xué)生提問(wèn)的類型不平衡,且大多集中在記憶性以及聚斂性問(wèn)題上。本研究還發(fā)現(xiàn)三大因素影響著高中英語(yǔ)課堂的學(xué)生提問(wèn)現(xiàn)象,即:學(xué)生因素,教師因素和其它方面的因素。此外,本研究還總結(jié)出了提高學(xué)生提問(wèn)能力的五條策略:培養(yǎng)和諧的師生關(guān)系,激發(fā)學(xué)生的好奇心,形成學(xué)習(xí)小組,多給積極的反饋少糾錯(cuò),以及合理安排提問(wèn)時(shí)間。參照研究結(jié)果,本文為改善學(xué)生課堂提問(wèn)現(xiàn)象提出了幾點(diǎn)建議。首先,教師應(yīng)該關(guān)注學(xué)生的情感教育,尤其是那些性格內(nèi)向以及英語(yǔ)水平較低的學(xué)生。第二,英語(yǔ)口語(yǔ)水平有助于學(xué)生在課堂上提問(wèn)。第三,教師應(yīng)該端正他們對(duì)于學(xué)生提問(wèn)的態(tài)度,并且提供更多的時(shí)間讓學(xué)生提問(wèn)。最后,在有限的課堂時(shí)間內(nèi)豐富課堂內(nèi)容對(duì)教師來(lái)說(shuō)非常有必要。
[Abstract]:In the past few decades, the research on classroom questioning has focused on teachers' questions, but on students' questions. Researchers and teachers have been aware of the lack of students asking questions in the classroom, and more attention has been paid to this field abroad. However, the domestic research on student questioning started late, and mostly focused on theoretical research. However, high school students are rarely selected as subjects in this field. Therefore, the purpose of this study is to investigate the phenomenon of students asking questions in high school English classes. The purpose of this study is to investigate the present situation of students' questioning in senior high school English classroom, and to find out the factors that affect the students' questioning and the strategies to improve the students' ability to ask questions. To this end, This study attempts to investigate the following questions: (1) what is the status quo of middle school students' questioning in senior high school English classroom? (2) what are the factors that affect students' questioning in high school English classroom? (3) what strategies should be used in high school English classroom? High students' ability to ask questions? The subjects were 148 high school students and 10 high school English teachers in Yongxiu Middle School. All the students in this study are freshmen and have been studying English for more than six years. This study designed three research methods, classroom observation, questionnaire and personal interview, and used SPSS software to analyze the data. The present study finds that high school students are not aware of the importance of asking questions and rarely ask questions in English classes. The types of questions asked by students are unbalanced, and most of them focus on memory and accumulation. The present study also finds that three factors affect the students' questioning in high school English classroom, that is, the student factor, the teacher factor and other factors. In addition, this study also summarizes five strategies to improve students' ability to ask questions: cultivating harmonious teacher-student relationship, arousing students' curiosity, forming study groups, giving more positive feedback and less error correction, and rationally arranging questioning time. According to the results of the research, this paper puts forward some suggestions for improving the phenomenon of students' questioning in class. First of all, teachers should pay attention to students' emotional education, especially those who are introverted and have a low level of English. Second, oral English helps students ask questions in class. Third, teachers should correct their attitude to students' questions and provide more time for students to ask questions. Finally, it is necessary for teachers to enrich classroom content in limited classroom time.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41

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