全国高中英语教学观摩课课堂提问研究

发布时间：2018-04-05 05:43

本文选题：全国观摩课　切入点：高中英语教学　出处：《广西师范大学》2017年硕士论文

【摘要】：中国学习者大多数的英语学习都是在课堂发生的,因此,英语教师应在课堂上尽可能地为学生创设一种用目标语进行交流的机会。多项研究表明,教师的课堂提问是外语教学的重要手段,是联系师生互动的枢纽,在教师话语中占有较大的比例。教师提问不仅是课堂教学活动展开的方式,也是学生语言输入的重要来源,在外语学习过程中起着至关重要的作用。如何适时地提问、提问方法的变化对学生的回答会产生怎样的影响、教师对学生的回答应给予怎样的反馈、如何引导学生主动提出问题等议题引发了众多学者的讨论。本文以第九届全国高中英语教学观摩课案例中随机抽取的五个教学视频为研究样本,从提问次数、问题类型、提问后等待时间及教师反馈、提问中的互动类型、回答问题的形式及教师修正问题的策略六个方面研究高中英语观摩课中课堂提问的特点。本文以输入假说、输出假说以及互动假说理论为支撑,通过观看五节全国高中英语观摩课教学视频及对视频转写语料进行分析,试图研究以下四个问题:(1)全国观摩课提问的数量和问题类型分布如何?(2)问题的等候时间以及反馈如何?(3)提问的方式和回答的形式有哪些?(4)教师是如何修正提问来引导学生作答的?通过对课堂教学视频的观看及对课堂话语转写语料的分析,有以下几点发现:1.在观摩课中,教师提的展示性问题略多于参考性问题。根据布卢姆的问题认知层次来看,在听前或读前阶段教师提了三种类型的问题,按其使用比例从高至低依次为:评价性问题、知识性问题、理解性问题。在听中或读中阶段,教师提了五种类型的问题,按其使用比例由高至低依次为:理解性问题、评价性问题、分析性问题、知识性问题、综合性问题。在听后或读后阶段,教师提了六种类型的问题,按其使用比例由高至低依次为:评价性问题、综合性问题、分析性问题、理解性问题和知识性问题。2.教师对问题的候答时间把握还不够,应给予学生更多时间来准备作答;教师的反馈语基本上都是积极的,但形式多为简单的积极性反馈和重复学生的答案。3.教师提问引发的师生话语互动模式主要为简单的启动-回应-评价模式,就某一问题的话语互动回合较短;学生对于教师的提问大多是进行自愿回答,部分问题由教师指定学生作答,集体回答的基本上是简单的展示性问题。4.在课堂上教师能积极运用提问策略对所提问题进行修正以使学生作出更有效的回答。本研究结合以上发现,提出了一些借助提问手段进一步优化英语教学的建议。从教师方面来讲,第一,提高教师提问的技巧以优化问答对话的质量;第二,营造民主宽松的课堂环境;第三,合理发挥教师的引导作用,在问答中树立学生的自信心;第四,鼓励学生自主提问;第五,平等对待学生,提高全体学生的课堂参与度。从学生角度来说,主要是克服学生的心理障碍,积极大胆发问。
[Abstract]:Most of the Chinese learners learning English in the classroom are happened, therefore, English teachers in the classroom as much as possible for students to create a chance to communicate with the target language. Many studies show that the teachers' classroom questioning is an important means of foreign language teaching, teacher-student interaction is the connection hub, a larger proportion of in teacher talk in classroom teaching. Teacher questioning is not only the activities carried out, is also an important source of language input, plays a crucial role in the process of learning a foreign language. How to ask questions, answer questions for students' change will have what effect, teachers to students' answers should be given how feedback that initiative and other issues caused many scholars discussing how to guide the students. Based on the five session of the ninth national teaching high school English teaching demonstration class in the case of random sampling Learning video as the research sample, from a number of questions, question type, question wait time and teacher feedback, interactive type questions, answer the questions in the form of teachers and fix the problem in six aspects of strategy research of high school English demonstration class in the classroom questioning. Based on the input hypothesis, output hypothesis and interaction hypothesis theory support, by watching the five national high school English demonstration class video and video transfer data analysis, attempts to study the following four questions: (1) the number of open class questions and question type distribution? (2) the problem of waiting time and feedback? (3) what are the ways and answer the questions form? (4) how the teachers to guide the students to answer the questions correct? The classroom teaching video analysis of classroom discourse and language materials, has the following findings: 1. in the open class, teaching The problem of the division shows slightly more than referentialquestions. According to Bloom's cognitive level, before listening or reading before the teacher asked three types of problems, according to the use ratio from high to low was: evaluation, knowledge, understanding of the problems in listening or reading. In the stage, the teacher asked five types of problems, according to the use ratio from high to low is: understanding, evaluation, analysis of problem, knowledge, comprehensive problems. In listening or reading, the teacher asked six types of problems, according to the proportion of their use by high to low is: evaluation, comprehensive problem, analysis problem, understanding and knowledge of the.2. problem of the problem when a teacher is not enough time to grasp, we should give students more time to prepare the answer; teachers' feedback basically is positive, but the form of more than Interactive mode of discourse between teachers and students simple positive feedback and repeat students answer teacher questions caused by.3. is mainly a simple initiate response evaluation mode, is a problem of discourse interaction round short; the students for the teachers' questions are mostly voluntary answer questions, some students answer the question specified by the teacher, the collective answer the problem is basically a simple.4. display of the teacher in the classroom can actively apply questioning strategies to modify the questions in order to enable students to make more effective answer. Based on the above findings, put forward some questions to further optimize the English teaching by means of advice. From the teacher aspect, first, to improve teachers' questioning skills in order to optimize the quality of the dialogue; second, creating democratic classroom environment; third, reasonable play the guiding role of teachers, establish the confidence of the students in the quiz section; Four, encourage students to ask questions independently; fifth, treat students equally and improve the participation of all students. From a student's point of view, it is mainly to overcome students' psychological barriers and actively ask questions.

【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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