21世紀初開始的高校大學英語課程改革更加強調(diào)培養(yǎng)學生的核心素養(yǎng),要求改變以往那種外語教師單一“演說”的教學模式,走向合作研究的教學模式。在此背景下,如何提高學生在課堂教學中的參與度,有效提高教學質(zhì)量,真正落實發(fā)展學生核心素養(yǎng)成為了當代的教育熱點與訴求。課堂沉默作為教學過程中的一種非語言交際方式,按照其發(fā)揮作用不同,可劃分為課堂積極沉默和課堂消極沉默。積極沉默是課堂上學生對于教師講授的知識及提出的問題進行接收、分析和思考的重要組成部分。消極沉默指學生在課堂上總是處于被動地位,對教師的提問不聞不問,不愿意表達自己的想法或觀點,使課堂氣氛毫無生氣,從而使教師難組織課堂活動。課堂提問作為課堂活動的重要組成部分,在學生學習和實踐活動中都發(fā)揮著重要作用,然而在實際教學實踐中,大多數(shù)教師的提問都具有隨意性或脫離學生認知層面的傾向,影響了課堂活動的順利進行。課堂消極沉默不僅會影響課堂教學的直接效果,甚至會影響學生核心素養(yǎng)的培養(yǎng),是本文的主要研究內(nèi)容。本文對課堂消極沉默現(xiàn)象以及教師課堂提問策略加以研究力爭順應英語課程改革的要求,強調(diào)了學生與老師的雙向互動教學模式;同時,本文從教師提問的角度分析導致初中生...

【文章頁數(shù)】：63 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgments
Abstract
摘要
1.Introduction
    1.1 Background of the research
    1.2 Purpose and significance of the research
        1.2.1 Purpose of the research
        1.2.2 Theoretical significance of the research
        1.2.3 Practical significance of the research
    1.3 Layout of the dissertation
2.Literature Review
    2.1 Students' classroom passive reticence
        2.1.1 Definition of the reticence and classroom reticence
        2.1.2 Definition of the classroom passive reticence
        2.1.3 Forms of classroom passive reticence
    2.2 Teachers' classroom questioning
        2.2.1 Definition of teachers' questioning
        2.2.2 Different aspects of teachers' questioning
            2.2.2.1 Questioning types
            2.2.2.2 Answering object
            2.2.2.3 Waiting time after teachers' questioning
            2.2.2.4 Questioning skills
            2.2.2.5 Teachers' feedback after questioning
    2.3 Relationship between teachers' questioning and classroom passive reticence
    2.4 Constructivism learning theory
        2.4.1 Knowledge view
        2.4.2 Learning view
        2.4.3 Teaching view
3.Research Design
    3.1 Research questions
    3.2 Context and participants
    3.3 Research instruments
        3.3.1 Questionnaires
        3.3.2 Classroom recording
        3.3.3 Interview
    3.4 Data collection and analysis
4.Results and Discussion
    4.1 Current situation of the English classroom passive reticence
    4.2 Factors affecting classroom passive reticence
        4.2.1 Question type
        4.2.2 Answering object after questioning
        4.2.3 Waiting time after teachers' questioning
        4.2.4 Questioning skills after students' reticence
        4.2.5 Teachers' feedback after students' answers
5.Conclusions and Implications
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations
Bibliography
Appendix One
Appendix two



本文編號：3894015