初中英语教师课堂提问与学困生课堂参与度的关系

发布时间：2018-04-16 20:08

本文选题：初中英语 + 教师课堂提问　；参考：《福建师范大学》2015年硕士论文

【摘要】：教师提问在课堂师生互动中充当着重要的角色。近年来,国内外有关教师课堂提问的研究越来越多,但将教师课堂提问与学困生这一特殊群体的课堂参与度联系起来的研究似乎并不多见。在中国,由于缺乏语言学习和使用环境,英语学困生成为了学困生主体中尤为突出的部分,因此,英语教师如何利用有效的课堂提问来提高学困生的课堂参与度成了英语教学界值得关注的问题。笔者在研究教师提问的问题类型、提问对象的分布、提问后的等待时间及反馈等方面的基础上,对教师提问与学困生课堂参与度之间的关系以及教师提问对学困生课堂参与度的影响进行了分析与探究,旨在进一步提出有关教师如何通过有效提问来提高学困生的课堂参与度方面的教学启示。本论文为实证研究,笔者在概述前人有关学困生及英语教师课堂提问方面研究的基础上,通过课堂观察、问卷、课堂录音及访谈等方法,调查并分析了教师提问与学困生课堂参与度之间的关系,所得研究结果显示：教师提问对学困生课堂参与度有着较大影响；教师提问时,在问题设置上以展示型问题为主,提问后的反馈以积极反馈为主——积极反馈在增强学困生的学习动机及自信心方面有着积极的作用；但是,大多数教师在提问时,存在提问对象过于集中,提问方式过于单一,提问后的等待时间有待加长等问题。鉴于此,笔者就如何改进教师提问,以提高学困生课堂参与度方面提出了相关的教学建议。
[Abstract]:Teachers' questioning plays an important role in the interaction between teachers and students.In recent years, there are more and more researches on teachers' classroom questioning at home and abroad. However, it seems that there are few researches linking teachers' classroom questioning with the participation of students with learning difficulties.In China, due to the lack of language learning and use environment, English learning difficulties have become a particularly prominent part of the main body of students with learning difficulties.How to use effective classroom questioning to improve the participation of students with learning difficulties has become a problem worthy of attention in the field of English teaching.On the basis of the research on the types of questions asked by teachers, the distribution of questioning objects, the waiting time after questioning and the feedback, etc.The relationship between teachers' questioning and students' participation in class and the influence of teachers' questions on the participation of students with learning difficulties are analyzed and explored.The purpose of this paper is to put forward the teaching enlightenment on how teachers can improve the participation of students with learning difficulties by asking questions effectively.This thesis is an empirical study. On the basis of an overview of previous studies on students with learning difficulties and English teachers' classroom questioning, the author makes use of classroom observation, questionnaire, classroom recording and interviews.This paper investigates and analyzes the relationship between teachers' questioning and the participation of students with learning difficulties in class. The results show that teachers' questioning has a great influence on the participation of students with learning difficulties in the classroom, and when teachers ask questions, they mainly set up problems of demonstration type.The feedback after questioning is mainly positive feedback-positive feedback plays a positive role in enhancing the learning motivation and self-confidence of students with learning difficulties.The waiting time after asking questions needs to be extended.In view of this, the author puts forward some relevant teaching suggestions on how to improve teachers' questions in order to improve the participation of students with learning difficulties.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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