高中英语阅读课堂教师提问策略的个案研究

发布时间：2019-02-15 14:53

【摘要】：本论文主要以Krashen的可理解性输入假说,Swain的输出假说和Long互动假说为理论基础,以高中英语阅读课堂观测和学生问卷调查为研究方法,以三位高中英语老师为研究对象,对高中英语阅读课堂中教师课堂使用的问题类型,提问方式和提问策略做了深入的研究。通过观察与分析,我们发现课堂中,三位老师使用了七种提问类型,分别为信息性问题、理解性问题、应用性问题、推断性问题、分析性问题、综合性问题、评价性问题。并且在这七种问题类型中,信息性问题、理解性问题占教师提问的比重相当大,但是综合性问题以及评价性问题却很少在课堂中运用；推理性问题、分析性问题和应用性问题使用的频率几乎一样；其次,在课堂中,学生主动回答问题的部分占的很少,主要是教师针对全班同学提问或教师点名提问；再次,笔者发现在英语教师的课堂提问中,理解性问题教师采用全班提问的方式,而一些高水平的问题,如理解性问题,评价性问题等则采用点名回答的方式,最后,笔者发现老师很少在课堂上使用提问策略, 在使用的策略中, 重复和转向策略占大部分。针对这些问题,本论文试图提出一些建议。但是,由于作者本身知识水平有限又缺乏教学经验,再加上调查本身的局限性,英语教师课堂提问策略有待进一步调查研究。
[Abstract]:Based on Krashen's comprehensible input hypothesis, Swain's output hypothesis and Long interaction hypothesis, this thesis takes the reading classroom observation and student questionnaire as the research method, and takes three senior English teachers as the research objects. This paper makes an in-depth study on the types of questions, questioning methods and questioning strategies used by teachers in senior high school English reading classes. Through observation and analysis, we find that the three teachers use seven types of questions in the classroom, which are information problem, comprehension problem, application problem, inferential problem, analytical problem, comprehensive problem and evaluative problem. And among the seven kinds of questions, the information problem and the comprehension question account for a large proportion of the teacher's question, but the comprehensive question and the appraisal question are seldom used in the classroom; The frequency of reasoning questions, analytical questions and applied questions is almost the same. Secondly, in the classroom, the students take the initiative to answer the questions, mainly because the teachers ask questions for the whole class or the teachers ask questions by name. Thirdly, the author finds that in English teachers' classroom questioning, comprehension teachers use the whole class to ask questions, while some high-level questions, such as comprehension questions and evaluative questions, are answered by roll call. The author finds that teachers seldom use questioning strategies in class, and repetition and turn strategies account for most of the strategies used. In view of these problems, this paper tries to put forward some suggestions. However, due to the author's limited knowledge and lack of teaching experience, coupled with the limitations of the investigation itself, English teachers' classroom questioning strategies need to be further investigated.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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