在目前課堂教學(xué)的研究中,教師話語(yǔ)一直是研究者們關(guān)注的焦點(diǎn)之一;而課堂提問則是課堂教學(xué)廣泛運(yùn)用的技巧,教師是語(yǔ)言課堂中目標(biāo)語(yǔ)的示范者,話語(yǔ)質(zhì)量對(duì)課堂教學(xué)的組織及其成敗和學(xué)生對(duì)目標(biāo)語(yǔ)的掌握程度有直接的影響。本研究以江西省南昌市的高中英語(yǔ)教師的課堂提問行為為研究對(duì)象,通過教師話語(yǔ)的分析來對(duì)比專家型教師和新手教師課堂提問的不同之處,并從提問類型、提問方式,提問策略,等待時(shí)間等方面展開分析,重點(diǎn)分析研究了上述兩所高中的16節(jié)英語(yǔ)課。本研究深入分析教師提問的現(xiàn)狀,同學(xué)們對(duì)教師課堂提問的評(píng)價(jià),以及專家型教師和新手教師在課堂問題的準(zhǔn)備和具體實(shí)施上的區(qū)別,旨在為新手教師和其他教育工作者提供一些參考及建議。本研究以教師課堂提問為切入點(diǎn),通過課堂實(shí)錄和訪談等研究方法,得出以下結(jié)論:專家型教師和新手教師在課堂提問上存在顯著差異。首先,研究發(fā)現(xiàn),在面向考試的社會(huì)背景下,專家教師和新手教師都提出過多的封閉性問題。同時(shí),新手教師更喜歡管理問題,從而使課堂氣氛更加活躍,更具有交際性。第二,與專家教師相比,新手教師在較低層次的認(rèn)知問題上投入了更多的時(shí)間,目的是讓學(xué)生做出更積極的反應(yīng)。第三,新手教師自己回答的比例明顯高于... 

【文章頁(yè)數(shù)】：64 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter1 Introduction
    1.1 The background of the study
    1.2 The Significance and purpose of the study
    1.3 The Organization of the thesis
Chapter2 Literature Review
    2.1 Teacher Discourse
        2.1.1 The definition of Teacher Discourse
        2.1.2 Classifications of Teacher Discourse
    2.2 Classroom Questioning
        2.2.1 The definition of classroom questioning
        2.2.2 The categorization of questioning types
        2.2.3 The cognitive level of questions
        2.2.4 Questioning methods
        2.2.5 Questioning strategies
        2.2.6 Waiting Time
    2.3 Research on Teacher Questioning at Home and Abroad
    2.4 Theoretical Hypothesis
        2.4.1 Longs interaction hypothesis
        2.4.2 Class discourse analysis
    2.5 Summary
Chapter3 Research Methodology
    3.1 Research questions
    3.2 Participants
        3.2.1 Teachers
        3.2.2 Students
    3.3 Research Tool
        3.3.1 Classroom observation
        3.3.2 Interviews
    3.4 Data collection and analysis
Chapter4 Results and Discussions
    4.1 The differences in questioning types
    4.2 Cognitive Level of Question
    4.3 The differences in questioning methods
    4.4 The difference in questioning strategies
    4.5 The differences in Wait-time
Chapter5 Conclusions
    5.1 Major findings
    5.2 Implications for language teaching and learning
    5.3 Limitations of the Current Research
Bibliography
Appendix A
    Transcriptions sample (1)
    Transcriptions sample(2)
Appendix B The Scale or Classroom Observation
Appendix C Interview for Teachers
Appendix D Samples of interview with Expert teacher1
ACKNOWLEDGEMENTS
在讀期間公開發(fā)表論文(著)及科研情況



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