初中英语课堂教师提问的实证研究

发布时间：2018-05-25 21:43

本文选题：课堂提问 + 英语教学　；参考：《华中师范大学》2015年硕士论文

【摘要】：提问是教师在课堂上促进学生思维发展的不可或缺的教学手段。《义务教育英语课程标准(2011年版)》“鼓励学生在教师的指导下,通过体验、实践、参与、探究和合作等方式,发现语言规律,逐步掌握语言知识和技能,不断调整情感态度,形成有效的学习策略,发展自主学习能力”。由此可见,课堂提问除了能帮助学生掌握学习策略,还能培养其自主学习能力。本文在综合国内外关于英语课堂教师提问的研究的基础上,依托Krashen的输入假说、对话理论等理论依据,主要分析研究初中英语课堂教师提问现状,了解初中生对课堂提问的需求和看法,以期达到优化教师提问策略,帮助学生发挥学习的主体性的目的。本文以教师课堂为研究对象,对南昌市第二中学初中部300名学生进行问卷调查,并和其中20名学生以及他们的五名英语老师进行了访谈,多角度地观察分析当今初中英语课堂教师提问现状。本文通过以上方法分析初中英语教师课堂提问类型、应答分配、话语、等候时间、反馈等方面,并结合初中生对教师提问的期望与看法,来解决目前英语课堂提问的困境,找到优化策略,为实现更有效的英语课堂提供帮助,让学生真正成为会学习、会思考的人。为了优化英语课堂提问策略,提高提问效率,从而提高学生们自主学习能力,作者认为英语教师应该做到：(1)课前科学设计符合课程进程的问题；(2)适当延长候答时间,给学生一点耐心；(3)适当使用启答策略,让学生参与进课堂；(4)丰富反馈形式,多给予积极评价；(5)更新教学理念,做到以学生为主体的教学模式。
[Abstract]:Questioning is an indispensable teaching means to promote the development of students' thinking in the classroom. < compulsory education English Curriculum Standard (2011 Edition) > encourages students to discover language rules by experience, practice, participation, inquiry and cooperation under the guidance of teachers, to master the language knowledge and skills step by step, and to constantly adjust their emotional attitude and form. It can be seen that classroom questioning can help students to master the learning strategies and develop their autonomous learning ability. This paper, based on the research on the question of English classroom teachers at home and abroad, relies on the theoretical basis of Krashen's input hypothesis, dialogue theory and so on. In order to achieve the goal of optimizing the teacher's questioning strategy and helping the students to give full play to the subjectivity of their study, this paper investigates 300 students in the junior middle school of Nanchang second middle school and 20 students in the Middle School of the second middle school. Interviews with five English teachers are conducted to observe and analyze the current situation of teachers' questions in junior middle school English classroom. This paper analyzes the types of questioning, response allocation, discourse, waiting time, feedback and so on. The dilemma of asking questions in the classroom is to find the optimal strategy to provide help for more effective English classes and to make students truly learn and think. In order to optimize the English classroom questioning strategies, improve the efficiency of the questions and improve the students' self-learning ability, the author thinks that English teachers should do: (1) the scientific design before class meets the requirements. The problems of the course process; (2) appropriately extend the waiting time and give the students a little patience; (3) properly use the answer strategy to let the students participate in the classroom; (4) enrich the form of feedback and give more positive evaluation; (5) renew the teaching idea and achieve the teaching model which is the main body of the students.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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