示范性高中和普通高中英语专家型教师的课堂提问对比研究

发布时间：2022-02-21 04:27

　　课堂提问是教师最常用的教学技巧之一,是促进师生交流的重要媒介,在外语教学中扮演着重要的角色,是外语教学研究的重要方面。目前有关课堂提问的研究对象主要以大学教师为主,而专门研究高中英语专家型教师的课堂提问尚不多,对于示范性高中和普通高中专家型教师课堂提问的对比研究则更少。专家型教师是学校教学的引领者,研究示范性高中和普通高中专家型教师的课堂提问差异,可为高中英语教学特别是普通高中英语教学质量的提高提供帮助。本文基于输入假说,交互假说和输出假说的理论基础,选取了广西来宾市的一所示范性高中和一所普通高中:来宾市高中和来宾四中,以6名专家型教师作为研究对象,就课堂提问的类型、提问的方式、等待时间、提问的策略和反馈五个方面进行对比研究,旨在了解他们提问的总体情况,探讨他们提问的差异,最后根据他们存在的问题提出相应的建议,以期提高教师的提问技能,促进教学质量的提高。通过课堂观察和访谈,本文试图回答以下问题:（1）示范性高中和普通高中的专家型教师课堂提问的基本情况如何?（2）两所学校专家型教师的课堂提问存在什么差异?（3）两所学校专家教师的课堂提问存在哪些问题?基于课堂观察的数据分析和访谈的研究发现... 

【文章来源】：广西师范大学广西壮族自治区

【文章页数】：87 页

【学位级别】：硕士

【文章目录】：
Abstract in Chinese
Abstract in English
Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Definitions
        2.1.1 Definitions of Expert Teacher
        2.1.2 Definitions of Classroom Questioning
    2.2 Description of Classroom Questioning
        2.2.1 Types of Questions
        2.2.2 Ways of Answering
        2.2.3 Wait Time
        2.2.4 Questioning Strategies
        2.2.5 Questioning Feedback
    2.3 Theoretical Foundations
        2.3.1 Krashen’s Input Hypothesis
        2.3.2 Long’s Interaction Hypothesis
        2.3.3 Swain’s Output Hypothesis
    2.4 Relevant Studies of Classroom Questioning Abroad and at Home
        2.4.1 Relevant Studies of Classroom Questioning Abroad
        2.4.2 Relevant Studies of Classroom Questioning at Home
Chapter Three Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Classroom Observation
        3.3.2 Interview
    3.4 Research Procedures
        3.4.1 Data Collection
        3.4.2 Data Analysis
Chapter Four Results and Discussions
    4.1 Overall Situation of Expert Teachers’ Classroom Questioning in the Demonstrative and Ordinary School
        4.1.1 Situation of Expert Teachers’ Classroom Questioning in the Demonstrative School
        4.1.2 Situation of Expert Teachers’ Classroom Questioning in the Ordinary School
    4.2 Differences of Expert Teachers’ Classroom Questioning Between the Demonstrative and Ordinary School
        4.2.1 Types of Questions
        4.2.2 Ways of Answering
        4.2.3 Wait Time
        4.2.4 Questioning Strategies
        4.2.5 Questioning Feedback
    4.3 Problems of Expert Teachers’ Classroom Questioning in the Demonstrative and Ordinary School
    4.4 Discussion
Chapter Five Implications
    5.1 Major Findings of the Study
    5.2 Pedagogical Implications
        5.2.1 Designing Questions According to the Students’ Individual Differences ..
        5.2.2 Creating a Favorable and Harmonious Teaching Atmosphere
        5.2.3 Participating in the Teaching Training and Seminar Constantly
        5.2.4 Pursuing Career Achievements Continuously
        5.2.5 Strengthening Communication of Teachers Between the Demonstrative and Ordinary School
Chapter Six Conclusion
    6.1 Conclusion of the Study
    6.2 Limitation of the Study
    6.3 Suggestions for Further Study
Appendices
    Appendix 1
    Appendix 2
    Appendix 3
Bibliography
Publications During the Postgraduate Program
Acknowledgements


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