新手型與經(jīng)驗(yàn)型教師在高中英語閱讀教學(xué)中課堂提問的比較研究
發(fā)布時間：2018-11-24 15:05
【摘要】：課堂提問占據(jù)了課堂教學(xué)的重要部分,通過課堂提問,教師不但可以傳遞信息,使學(xué)生參與課堂交流與互動,還可以使學(xué)生調(diào)整自己的語言,使其更具有可理解性,因此對教師課堂提問的研究對教學(xué)具有重要的意義。目前,對教師課堂提問的研究大多集中在大學(xué)英語課堂上,而對高中英語教師課堂提問的研究相對較少,同時對于不同種類教師的課堂提問的對比研究也相對較少。本研究以國內(nèi)外相關(guān)研究為基礎(chǔ),試圖探究經(jīng)驗(yàn)型教師和新手型教師的課堂提問行為差異,擬解決以下關(guān)鍵問題:[1]新手型與經(jīng)驗(yàn)型教師在英語閱讀教學(xué)中問題設(shè)計(jì)、提問類型、提問策略、叫答方式、候答時間、教師反饋、提問后的反思這幾個方面存在哪些異同,各自有哪些問題存在?[2]新手型與經(jīng)驗(yàn)型教師在英語閱讀課堂提問方面存在差異的主客觀原因有哪些?[3]教師實(shí)際的課堂提問行為與學(xué)生對教師提問的期待有何差異?哪種教師的課堂提問更能滿足學(xué)生的期待?本研究選取武漢市重點(diǎn)高中——武漢外國語學(xué)校高中部的四位英語教師(新手型和經(jīng)驗(yàn)型教師各兩名)以及68名學(xué)生為研究對象,兩位經(jīng)驗(yàn)型教師都是具有高級職稱,教齡超過十年的優(yōu)秀的學(xué)術(shù)帶頭人,而兩位新手型教師工作都不滿三年,有的獲得初級職稱,有的沒有職稱。參與調(diào)查的68名學(xué)生均來自于這四個教師的班級。本研究以教師課堂提問行為為切入點(diǎn),通過課堂觀察、錄音與轉(zhuǎn)寫、問卷調(diào)查和訪談等研究方法得出以下結(jié)論:經(jīng)驗(yàn)型教師和新手型教師在課堂提問方面存在一些相似之處,主要表現(xiàn)為在課堂提問中兩者都更傾向于展示性問題;兩類老師都能在課堂教學(xué)中運(yùn)用多元化的提問策略,尤其是解釋策略;兩類教師用的最多的叫答方式都是點(diǎn)名回答;在教師提問后,兩類教師都沒有給學(xué)生留有足夠長的等待時間。另一方面,經(jīng)驗(yàn)型教師和新手型教師在課堂提問上也存在著顯著差異。在課堂提問準(zhǔn)備方面,經(jīng)驗(yàn)型教師比新手型教師更加熟悉教材和學(xué)生的水平,因而能設(shè)計(jì)出更多高質(zhì)量的問題,而新手型教師花費(fèi)在課前問題準(zhǔn)備上的時間卻更多;在提問類型方面,經(jīng)驗(yàn)型教師比新手型教師在提出的參考性問題和展示性問題比例方面更合理;在提問策略方面,經(jīng)驗(yàn)型教師更擅長使用探討和促發(fā)策略;在叫答方式方面,經(jīng)驗(yàn)型教師能更多地鼓勵學(xué)生自愿回答;在候答時間方面,經(jīng)驗(yàn)型教師等待時間稍長;在教師反饋方面,與新手型教師相比,經(jīng)驗(yàn)型教師更多地使用帶有針對性評價的積極反饋,而不是簡單的鼓勵和表揚(yáng);在提問后的反思方面,經(jīng)驗(yàn)型教師在反思方面比新手型教師花費(fèi)更多的精力。最后,本文作者根據(jù)研究的分析與結(jié)果,對兩類教師的課堂提問分別提出了若干建議,對提升教學(xué)效果和促進(jìn)教師的自我發(fā)展有深遠(yuǎn)的影響和意義。
[Abstract]:Classroom questioning occupies an important part of classroom teaching. Through classroom questioning, teachers can not only transfer information, make students participate in classroom communication and interaction, but also make students adjust their own language to make it more comprehensible. Therefore, the study of teachers' classroom questioning is of great significance to teaching. At present, most of the researches on teachers' classroom questions are focused on college English classes, while the researches on senior high school English teachers' classroom questions are relatively few, and the contrastive studies on different kinds of teachers' classroom questions are also relatively few. Based on domestic and foreign studies, this study attempts to explore the differences between experiential and novice teachers in classroom questioning behavior, and tries to solve the following key problems: [1] the problem design of novice and experiential teachers in English reading teaching; What are the similarities and differences in the types of questions, the strategies of asking questions, the way of answering calls, the waiting time, the feedback of teachers, the reflection after asking questions, What problems do they have? [2] what are the subjective and objective reasons for the differences between novice and experiential teachers in English reading classroom questioning? [3] what are the differences between teachers' actual classroom questioning behavior and students' expectations of teachers' questioning? What kind of teacher's classroom questions can better meet the expectations of students? In this study, four English teachers (two novice and two experiential teachers) and 68 students from Wuhan Foreign language School, a key senior high school in Wuhan, were selected as the subjects of the study. Excellent academic leaders with more than ten years of teaching, and both novice teachers have less than three years of work, some with junior titles and others with no titles. The 68 students surveyed all came from the four teachers' classes. Through classroom observation, recording and writing, questionnaire survey and interview, the author draws the following conclusions: there are some similarities between experiential teachers and novice teachers in classroom questioning. The main performance is that both of them tend to display questions in classroom questioning; Both types of teachers can use a variety of strategies in classroom teaching, especially the strategy of explanation. After the teacher asked questions, neither type of teacher left long enough waiting time for the students. On the other hand, there are significant differences between experiential teachers and novice teachers in classroom questioning. In the aspect of classroom question preparation, experiential teachers are more familiar with the level of textbooks and students than novice teachers, so they can design more high-quality questions, while novice teachers spend more time on pre-class problem preparation. In the question type, the experiential teachers are more reasonable than the novice teachers in the proportion of the reference questions and the display questions, and the experiential teachers are better at using the discussion and promotion strategies in the questioning strategies. In the aspect of answering method, experiential teachers can encourage students to answer voluntarily, and experiential teachers can wait a little longer in waiting time. In teacher feedback, experiential teachers use positive feedback with targeted evaluation rather than simple encouragement and praise compared with novice teachers. In the aspect of reflection after questioning, experiential teachers spend more energy on reflection than novice teachers. Finally, according to the analysis and results of the research, the author puts forward some suggestions for the two kinds of teachers' classroom questioning, which has far-reaching influence and significance on improving the teaching effect and promoting the teachers' self-development.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41
本文編號：2354179
[Abstract]:Classroom questioning occupies an important part of classroom teaching. Through classroom questioning, teachers can not only transfer information, make students participate in classroom communication and interaction, but also make students adjust their own language to make it more comprehensible. Therefore, the study of teachers' classroom questioning is of great significance to teaching. At present, most of the researches on teachers' classroom questions are focused on college English classes, while the researches on senior high school English teachers' classroom questions are relatively few, and the contrastive studies on different kinds of teachers' classroom questions are also relatively few. Based on domestic and foreign studies, this study attempts to explore the differences between experiential and novice teachers in classroom questioning behavior, and tries to solve the following key problems: [1] the problem design of novice and experiential teachers in English reading teaching; What are the similarities and differences in the types of questions, the strategies of asking questions, the way of answering calls, the waiting time, the feedback of teachers, the reflection after asking questions, What problems do they have? [2] what are the subjective and objective reasons for the differences between novice and experiential teachers in English reading classroom questioning? [3] what are the differences between teachers' actual classroom questioning behavior and students' expectations of teachers' questioning? What kind of teacher's classroom questions can better meet the expectations of students? In this study, four English teachers (two novice and two experiential teachers) and 68 students from Wuhan Foreign language School, a key senior high school in Wuhan, were selected as the subjects of the study. Excellent academic leaders with more than ten years of teaching, and both novice teachers have less than three years of work, some with junior titles and others with no titles. The 68 students surveyed all came from the four teachers' classes. Through classroom observation, recording and writing, questionnaire survey and interview, the author draws the following conclusions: there are some similarities between experiential teachers and novice teachers in classroom questioning. The main performance is that both of them tend to display questions in classroom questioning; Both types of teachers can use a variety of strategies in classroom teaching, especially the strategy of explanation. After the teacher asked questions, neither type of teacher left long enough waiting time for the students. On the other hand, there are significant differences between experiential teachers and novice teachers in classroom questioning. In the aspect of classroom question preparation, experiential teachers are more familiar with the level of textbooks and students than novice teachers, so they can design more high-quality questions, while novice teachers spend more time on pre-class problem preparation. In the question type, the experiential teachers are more reasonable than the novice teachers in the proportion of the reference questions and the display questions, and the experiential teachers are better at using the discussion and promotion strategies in the questioning strategies. In the aspect of answering method, experiential teachers can encourage students to answer voluntarily, and experiential teachers can wait a little longer in waiting time. In teacher feedback, experiential teachers use positive feedback with targeted evaluation rather than simple encouragement and praise compared with novice teachers. In the aspect of reflection after questioning, experiential teachers spend more energy on reflection than novice teachers. Finally, according to the analysis and results of the research, the author puts forward some suggestions for the two kinds of teachers' classroom questioning, which has far-reaching influence and significance on improving the teaching effect and promoting the teachers' self-development.
【學(xué)位授予單位】：華中師范大學(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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