从建构主义视角下探究高中英语教学有效提问
发布时间：2018-11-06 12:59
【摘要】：在中国,随着英语课堂教学模式由“以教师为中心”向“以学生为中心”转变,许多教师正在积极探索和尝试各种教学形式以促进课堂互动。提问作为最常用的教学手段之一,已经成为课堂互动不可缺少的一部分。当我们深入现有的课堂教学时不难发现两个问题：一方面,原有教学方式的“满堂灌”演变成了现在的“满堂问”。课堂教学已经成了“问答教学”。然而,许多提问却是低效的,并未发挥它应有的功能。另一方面,在课堂互动的过程中,教师是提问行为的主宰者,学生提问几乎未发生。事实上,教师提问和学生提问是相互促进相互制约的,只有把它们结合起来才能达到课堂提问效果最优化。有效的提问可以激发学生的参与意识,帮助学生更好地理解课文,培养学生提出问题和解决问题的能力,从而提高英语阅读课堂的教学效果。本文作者从建构主义的视角出发,基于朗(Long)的互动假设,克拉申(Krashen)的输入假设和斯温(Swain)的输出假设,在相关研究的基础上从高中英语课堂师生有效提问两方面着手,进一步深入研究了课堂有效提问问题,探讨了什么样的课堂提问才是有效的以及怎么样达到最有效。本研究采取课堂观察,教师访谈和学生问卷调查相结合的方法。首先,通过课堂观察分析有效课堂提问行为的构成要素。再通过访谈教师探究影响教师有效提问行为形成的因素。最后通过学生问卷调查了解学生对有效课堂提问的态度。本研究的主要发现如下：(1)教师提出的参考性问题远远多于展示性问题：(2)教师使用最多的提问方式是指定学生回答和自问自答；(3)提出问题后教师很少组织学生讨论；(4)教师很少留出等待时间让学生思考而是急于得到回答；(5)尽管教师已经意识到提问策略和反馈的重要性,但他们不能再合适的情况下有效加以利用；(6)学生回答的质量和三方面有关：问题的类型,等待时间,提问策略；(7)与教师提问相比,学生提问很少发生；(8)研究还表明,高中英语教师对有关课堂提问的理论方面了解太少。针对以上研究结果,作者提出了相应的教学建议。从自身角度出发,教师应对课堂提问做出深入和系统的研究,掌握有效提问策略,了解如何设计有效问题,利用何种提问技巧并作出最佳反馈。从学生角度出发,教师应培养学生主动提问的意识。在阅读课上,只有把学生的被问变成主动地问,才能使其真正成为课堂的主人,才能使其能够在阅读课上有效地学到多种阅读技能。总之,本研究在一定程度上充实了有效课堂提问的研究,对改善高中英语教师的提问技巧,提高课堂提问的有效性和培养学生“自主,探究,合作”的精神具有积极的指导意义和一定的参考价值。
[Abstract]:In China, with the transformation of English classroom teaching model from teacher-centered to student-centered, many teachers are actively exploring and trying various teaching forms to promote classroom interaction. As one of the most commonly used teaching methods, questioning has become an indispensable part of classroom interaction. When we go deep into the existing classroom teaching, it is not difficult to find two problems: on the one hand, the original teaching method of "full hall irrigation" has evolved into the present "full hall question". Classroom teaching has become a question and answer teaching. However, many questions are inefficient and do not perform their proper functions. On the other hand, in the process of classroom interaction, the teacher is the master of the questioning behavior, and the students ask questions almost never happen. In fact, teachers' questions and students' questions are mutually reinforcing and restricting each other. Only by combining them can the classroom questioning effect be optimized. Effective questioning can stimulate students' sense of participation, help students better understand the text, train students' ability to raise and solve problems, and thus improve the teaching effect of English reading class. From the perspective of constructivism, the author bases on Lang (Long) 's interaction hypothesis, Krashen (Krashen) 's input hypothesis and Swain (Swain) 's output hypothesis. On the basis of the relevant research, this paper starts with the two aspects of effective questioning in senior high school English classroom, and further studies the effective questioning in the classroom, and discusses what kind of classroom questioning is effective and how to achieve the most effective. This study adopts the method of classroom observation, teacher interview and student questionnaire. First of all, through classroom observation analysis of effective classroom questioning behavior elements. Then through interviews with teachers to explore the factors that affect the formation of teachers' effective questioning behavior. Finally, the students' attitude towards effective classroom questioning is investigated through questionnaires. The main findings of this study are as follows: (1) the reference questions put forward by teachers are far more than those on display; (2) the most frequently used questions by teachers are to appoint students to answer questions and to answer questions by themselves; (3) teachers seldom organize students' discussion after asking questions, (4) teachers seldom set aside time for students to think but are eager to get answers. (5) although teachers have realized the importance of questioning strategies and feedback, they can no longer use them effectively under suitable circumstances; (6) the quality of students' answers is related to three aspects: the types of questions, the waiting time, the questioning strategies; (7) compared with teachers' questioning, students' questioning is rare. (8) the study also shows that senior high school English teachers know too little about the theory of classroom questioning. In view of the above research results, the author puts forward the corresponding teaching suggestions. From their own point of view, teachers should make in-depth and systematic research on classroom questioning, master effective questioning strategies, understand how to design effective questions, use what questioning techniques and make the best feedback. From the point of view of students, teachers should cultivate students' awareness of asking questions on their own initiative. In the reading class, only by turning the students' questions into active questions, can they become the real masters of the class and be able to effectively learn various reading skills in the reading class. In a word, to some extent, this study enriches the study of effective classroom questioning, improves the questioning skills of English teachers in senior high school, improves the effectiveness of classroom questioning, and trains students to "explore independently". The spirit of cooperation has positive guiding significance and certain reference value.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2314357
[Abstract]:In China, with the transformation of English classroom teaching model from teacher-centered to student-centered, many teachers are actively exploring and trying various teaching forms to promote classroom interaction. As one of the most commonly used teaching methods, questioning has become an indispensable part of classroom interaction. When we go deep into the existing classroom teaching, it is not difficult to find two problems: on the one hand, the original teaching method of "full hall irrigation" has evolved into the present "full hall question". Classroom teaching has become a question and answer teaching. However, many questions are inefficient and do not perform their proper functions. On the other hand, in the process of classroom interaction, the teacher is the master of the questioning behavior, and the students ask questions almost never happen. In fact, teachers' questions and students' questions are mutually reinforcing and restricting each other. Only by combining them can the classroom questioning effect be optimized. Effective questioning can stimulate students' sense of participation, help students better understand the text, train students' ability to raise and solve problems, and thus improve the teaching effect of English reading class. From the perspective of constructivism, the author bases on Lang (Long) 's interaction hypothesis, Krashen (Krashen) 's input hypothesis and Swain (Swain) 's output hypothesis. On the basis of the relevant research, this paper starts with the two aspects of effective questioning in senior high school English classroom, and further studies the effective questioning in the classroom, and discusses what kind of classroom questioning is effective and how to achieve the most effective. This study adopts the method of classroom observation, teacher interview and student questionnaire. First of all, through classroom observation analysis of effective classroom questioning behavior elements. Then through interviews with teachers to explore the factors that affect the formation of teachers' effective questioning behavior. Finally, the students' attitude towards effective classroom questioning is investigated through questionnaires. The main findings of this study are as follows: (1) the reference questions put forward by teachers are far more than those on display; (2) the most frequently used questions by teachers are to appoint students to answer questions and to answer questions by themselves; (3) teachers seldom organize students' discussion after asking questions, (4) teachers seldom set aside time for students to think but are eager to get answers. (5) although teachers have realized the importance of questioning strategies and feedback, they can no longer use them effectively under suitable circumstances; (6) the quality of students' answers is related to three aspects: the types of questions, the waiting time, the questioning strategies; (7) compared with teachers' questioning, students' questioning is rare. (8) the study also shows that senior high school English teachers know too little about the theory of classroom questioning. In view of the above research results, the author puts forward the corresponding teaching suggestions. From their own point of view, teachers should make in-depth and systematic research on classroom questioning, master effective questioning strategies, understand how to design effective questions, use what questioning techniques and make the best feedback. From the point of view of students, teachers should cultivate students' awareness of asking questions on their own initiative. In the reading class, only by turning the students' questions into active questions, can they become the real masters of the class and be able to effectively learn various reading skills in the reading class. In a word, to some extent, this study enriches the study of effective classroom questioning, improves the questioning skills of English teachers in senior high school, improves the effectiveness of classroom questioning, and trains students to "explore independently". The spirit of cooperation has positive guiding significance and certain reference value.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
【参考文献】
相关期刊论文 前1条
1 郁小萍;中西方学生课堂提问对比分析[J];江西社会科学;2003年05期
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