一项关于初中英语教师课堂提问的研究

发布时间：2018-11-13 07:33

【摘要】：50年代起,研究者和教师越来越意识到教师提问在课堂互动中扮演着十分重要的角色,对教师课堂提问有了很打大的研究兴趣。研究表明有效的课堂提问能够培养学生的批判性思维能力,增加语言输入和输出,促进语言习得,同时也是有效课堂的重要影响因素之一。然而国内对这方面的研究起步较晚直到90年代才开始,大部分的国内研究都是研究大学英语教师课堂提问,对于中学英语教师提问行为的研究则不多,对农村初中英语教师的课堂提问的研究就更少了。本研究描述了中国英语教师课堂提问的现状,特别是农村中学英语教师课堂提问行为的一些发现。对初中英语课堂中提问的问题类型、提问后等待时间、问题分配、及教师反馈形式等4个方面的特点进行了分析研究,同时揭示了课堂提问中存在的一些问题并提出了相应的意见和建议。此研究以江西省吉安市的一所乡镇初中的四位英语教师和181名学生为研究对象,采用了课堂观察法和问卷调查法,对这四名老师的课堂片断进行定性与定量的分析,通过计算问题类型、提问后等待时间、问题分配、及教师反馈形式的频率试图揭示中学英语教师的课堂提问特点。具体来说本研究试图揭示展示性问题和参考性问题的频率以及教师提问后的等待时间。接着探讨英语老师如何分配问题。最后试图揭示英语老师使用的反馈类型。本研究得出以下结论:1、英语教师更倾向于提展示性问题,很少提参考性问题。2、教师提问之后给了学生足够的时间去思考,但是学生回答完问题之后老师的等待时间很短。3、教师提问分布存在两大特点,一是全班一起回答为主,二是学生自愿普遍。4、教师在学生回答问题后一般都给予积极反馈,极少给予消极反馈,但积极反馈语过于笼统、机械。教师很少直接批评学生,都是引导学生自我修正。根据以上研究结果,本研究提出一些建议。第一,增加参考性问题对于教师来说是很重要的。教师应该根据不同的教学任务和学生设计不同类型的问题;第二,教师不仅要给学生足够的时间去回答问题,同时在学生回答问题之后也要给予足够的时间让学生去理解答案;第三,广泛关注学生,教师应该根据不同的学生和课堂上的情况采取灵活的提问方式;最后,教师应该给予学生及时有效的反馈方式。
[Abstract]:Since 1950s, researchers and teachers have become more and more aware that teachers' questioning plays a very important role in classroom interaction and has a great interest in teachers' classroom questioning. The research shows that effective classroom questioning can cultivate students' critical thinking ability, increase language input and output, and promote language acquisition. It is also one of the important influencing factors in effective classroom. However, the research on this aspect in China started late until the 1990s. Most of the domestic studies focus on the classroom questioning of college English teachers, but there are few studies on the questioning behavior of middle school English teachers. There is less research on classroom questioning of junior English teachers in rural areas. This study describes the current situation of classroom questioning of English teachers in China, especially some findings about classroom questioning behavior of English teachers in rural middle schools. This paper analyzes and studies the characteristics of questions in junior middle school English classroom, such as the types of questions, the waiting time after asking questions, the allocation of questions, and the form of teacher feedback. At the same time, it reveals some problems existing in classroom questioning and puts forward corresponding suggestions and suggestions. In this study, four English teachers and 181 students from a township junior high school in Ji'an, Jiangxi Province, were studied. The classroom observation and questionnaire were used to analyze the classroom fragments of the four teachers qualitatively and quantitatively. By calculating the types of questions, the waiting time after asking questions, the allocation of problems, and the frequency of teacher feedback, this paper attempts to reveal the characteristics of middle school English teachers' classroom questioning. Specifically, this study attempts to reveal the frequency of expressive and referential questions and the waiting time after teachers ask questions. Then it discusses how the English teacher allocates the problem. Finally, it attempts to reveal the feedback types used by English teachers. The findings of this study are as follows: 1. English teachers are more inclined to ask expressive questions and rarely ask referential questions. 2. After teachers ask questions, they give students enough time to think. However, the teacher's waiting time is very short after the students have answered the questions. 3. There are two major characteristics in the distribution of teachers' questions. One is that the whole class answers the questions together, the other is that the students are willing to answer the questions. 4. Teachers generally give positive feedback after students answer questions, and rarely give negative feedback, but positive feedback is too general and mechanical. Teachers seldom criticize students directly, they all lead students to correct themselves. Based on the above research results, this study puts forward some suggestions. First, it is very important for teachers to increase the reference problem. Teachers should design different types of questions according to different teaching tasks and students. Second, teachers should not only give students enough time to answer questions, but also give students enough time to understand the answers after students answer questions. Third, pay more attention to students, teachers should take flexible questioning methods according to different students and classroom situations; finally, teachers should give students timely and effective feedback.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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