【摘要】：在中國(guó),課堂是學(xué)生獲取英語(yǔ)知識(shí)的主要來(lái)源,教師提問(wèn)是課堂上必不可少的一部分。提問(wèn)涉及許多方面,其中提問(wèn)類型受到越來(lái)越多的關(guān)注。本研究旨在探討高中英語(yǔ)教師的課堂提問(wèn)類型及其對(duì)學(xué)生口語(yǔ)輸出的影響,以啟發(fā)教師通過(guò)有效的課堂提問(wèn)為學(xué)生提供更多口語(yǔ)輸出的機(jī)會(huì)。本研究以中國(guó)東部一所高級(jí)中學(xué)的六名高一英語(yǔ)教師及其所教的共六個(gè)班級(jí)的學(xué)生為對(duì)象,主要采用課堂觀察和訪談的方法,旨在回答以下3個(gè)研究問(wèn)題：(1)高中英語(yǔ)閱讀課堂上,教師不同提問(wèn)類型的使用頻次如何?(2)高中英語(yǔ)閱讀課堂上,教師的不同提問(wèn)類型對(duì)學(xué)生的口語(yǔ)輸出量有何影響?(3)高中英語(yǔ)閱讀課堂上,教師的不同提問(wèn)類型對(duì)學(xué)生口語(yǔ)輸出的句法復(fù)雜度有何影響?本研究對(duì)每位所選教師的兩節(jié)英語(yǔ)閱讀課進(jìn)行觀察錄音并轉(zhuǎn)寫(xiě)以作分析。訪談的對(duì)象包括所選的六名英語(yǔ)教師以及所選班級(jí)的十二名學(xué)生。訪談采用半結(jié)構(gòu)化的形式,用中文進(jìn)行且全程錄音,其結(jié)果隨后被轉(zhuǎn)寫(xiě)成英文以作為分析研究結(jié)果的輔助信息。本研究主要有以下三點(diǎn)發(fā)現(xiàn)：首先,在高中英語(yǔ)閱讀課上,就問(wèn)題的形式而言,教師提問(wèn)的X類問(wèn)題的頻次多于翻譯類問(wèn)題,是否類問(wèn)題和選擇類問(wèn)題,這主要是因?yàn)閄類問(wèn)題更能體現(xiàn)學(xué)生對(duì)文章的理解程度,且有利于提高學(xué)生的思維能力。就問(wèn)題的內(nèi)容而言,教師提問(wèn)的課文顯性問(wèn)題的頻次多于超越課文問(wèn)題和課文隱性問(wèn)題,這主要是因?yàn)樵谟邢薜恼n堂時(shí)間內(nèi),課文顯性問(wèn)題更能有效地幫助學(xué)生把握重點(diǎn),理解文章的內(nèi)容和結(jié)構(gòu)。其次,在高中英語(yǔ)閱讀課上,不同的教師提問(wèn)類型對(duì)學(xué)生的口語(yǔ)輸出量存在影響且不同類型之間的差異是顯著的(Sig.=.000)。X類問(wèn)題和課文顯性問(wèn)題更能促進(jìn)學(xué)生產(chǎn)生更多的口語(yǔ)輸出量。這主要與X類問(wèn)題的形式及課文顯性問(wèn)題的答案來(lái)源有關(guān)。最后,在高中英語(yǔ)閱讀課上,不同的教師提問(wèn)類型對(duì)學(xué)生口語(yǔ)輸出的句法復(fù)雜度存在影響且不同類型之間的差異是顯著的(Sig.=.000)。總體而言,學(xué)生大多使用單詞和短語(yǔ)來(lái)回答問(wèn)題。而相對(duì)而言,對(duì)于是否類問(wèn)題,選擇類問(wèn)題和課文隱性問(wèn)題,學(xué)生更多使用單詞或短語(yǔ)來(lái)回答；對(duì)于X類問(wèn)題和課文顯性問(wèn)題,學(xué)生更多使用簡(jiǎn)單句,并列句,復(fù)雜句或并列復(fù)雜句來(lái)回答,這主要與問(wèn)題的形式,學(xué)生的英語(yǔ)水平及其心理因素有關(guān)�；陨险{(diào)查結(jié)果,本研究為英語(yǔ)教學(xué)提供了一些啟示。首先,高中英語(yǔ)教師應(yīng)對(duì)不同的提問(wèn)類型都有所了解,并為課堂教學(xué)有效地設(shè)計(jì)問(wèn)題。在英語(yǔ)閱讀課堂上,除了X類問(wèn)題和課文顯性問(wèn)題,教師也應(yīng)重視能夠促使學(xué)生自我分析和解決問(wèn)題的課文隱性問(wèn)題和超越課文問(wèn)題。其次,在高中英語(yǔ)閱讀課堂上,X類問(wèn)題和課文顯性問(wèn)題最有利于促進(jìn)學(xué)生的口語(yǔ)輸出,但同時(shí)教師也應(yīng)注意到其他提問(wèn)類型的影響,并考慮學(xué)生的英語(yǔ)水平和心理等影響因素。
[Abstract]:In China, classroom is the main source for students to acquire English knowledge. Questions involve many aspects, among which the types of questions are paid more and more attention. The purpose of this study is to explore the classroom questioning types of senior English teachers and their influence on students' oral English output in order to inspire teachers to provide more opportunities for students to output oral English through effective classroom questioning. In this study, six senior English teachers in a senior middle school in eastern China and their students in six classes were selected as subjects. The methods of classroom observation and interview were mainly used in this study. The purpose of this study is to answer the following three research questions: (1) how often do teachers use different types of questions in senior high school English reading classes? (2) in senior high school English reading classes, How does the teacher's different types of questions affect the students' oral output? (3) how does the teacher's different types of questions affect the syntactic complexity of the students' oral English output in senior high school English reading classes? In this study, the two English reading classes of each teacher were observed and recorded and analyzed. The interview included six English teachers and twelve students in the selected class. The interview was conducted in a semi-structured format and recorded in Chinese. The results were then transcribed into English as supplementary information for the analysis of the results of the study. The main findings of this study are as follows: firstly, in English reading class in senior high school, teachers ask more X questions than translation questions in terms of the form of the questions. This is mainly due to the fact that class X problems can better reflect the students' understanding of the article and help to improve the students' thinking ability. As far as the content of the questions is concerned, teachers often ask more explicit questions than the implicit ones. This is mainly due to the fact that in the limited classroom time, the explicit questions can help the students to grasp the key points more effectively. Understand the content and structure of the article. Secondly, in the high school English reading class, Different types of teacher questions have an effect on students' oral output and the differences between different types are significant (Sig.=.000). X problem and text dominance problem can promote students to produce more oral output). This is mainly related to the form of the X question and the source of the answer to the explicit question in the text. Finally, in high school English reading classes, different teachers' types of questions have an effect on the syntactic complexity of students' oral English output, and the differences between different types are significant (Sig.=.000). In general, most students use words and phrases to answer questions. On the other hand, students use more words or phrases to answer the question of whether or not to choose the class question and the implicit question of the text. For class X and text explicit questions, students use simple sentences, complex sentences or juxtaposition complex sentences to answer, which is mainly related to the form of the question, the students' English proficiency and their psychological factors. Based on the above results, this study provides some enlightenment for English teaching. First of all, English teachers in senior high school should understand different types of questions and design questions effectively for classroom teaching. In English reading class, in addition to class X problem and text explicit problem, teachers should also attach importance to the implicit problem and the transcendent problem of the text which can urge students to analyze and solve the problem. Secondly, in high school English reading class X problem and text explicit question are the most helpful to promote students' oral output, but teachers should also pay attention to the influence of other types of questions. And consider the students' English proficiency and psychological factors.
【學(xué)位授予單位】：揚(yáng)州大學(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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本文編號(hào)：2325144