新手型和專家型小學(xué)英語教師課堂提問的對比研究
發(fā)布時(shí)間：2020-12-05 22:44
課堂提問是課堂互動(dòng)的重要組成部分,教師可以通過對學(xué)生的提問,提高學(xué)生的課堂參與度,并且提高其運(yùn)用語言的能力,因此進(jìn)行教師課堂提問的研究對教學(xué)具有重要的意義。目前,對教師課堂提問的研究大多集中在大學(xué)和中學(xué)英語課堂上,而對小學(xué)英語教師課堂提問的研究相對較少,同時(shí)對于不同種類教師的課堂提問的對比研究也相對較少。本研究試圖探究專家型教師和新手型教師的課堂提問行為差異,擬解決以下關(guān)鍵問題:(1)新手型與專家型教師在提問準(zhǔn)備、提問類型、提叫答方式、候答時(shí)間、教師反饋上有什么異同?(2)新手型與專家型教師在提問后的反思有什么異同?本研究選取實(shí)習(xí)學(xué)校五年級的兩名新手型教師和兩名專家型教師為研究對象,對四位教師的課堂教學(xué)進(jìn)行觀察和訪談,并錄音與轉(zhuǎn)寫,繼而選取共80名的學(xué)生進(jìn)行問卷調(diào)查得出以下結(jié)論:(1)專家型教師和新手型教師在課堂提問方面存在一些相似之處,主要表現(xiàn)為在課堂提問中兩者都更傾向于展示性問題;兩類教師都更傾向于的叫答方式都是齊答和自愿回答;在教師提問后,兩類教師基本上都有給學(xué)生留有足夠的等待時(shí)間;兩類教師都更傾向于對學(xué)生的回答進(jìn)行簡單表揚(yáng)或表揚(yáng)并復(fù)述學(xué)生的回答;兩者都不夠重視反思。(2)專家型...
【文章來源】：廣東技術(shù)師范大學(xué)廣東省
【文章頁數(shù)】：80 頁
【學(xué)位級別】：碩士
【文章目錄】：
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.4 Thesis Structure
Chapter Two Literature Review
2.1 Classroom Questioning
2.1.1 Definition of Teachers’Questioning
2.1.2 Classification of Classroom Questioning
2.1.3 Answering Ways
2.1.4 Wait Time
2.1.5 Teachers’Feedback
2.2 Novice Teachers（NT）and Expert Teachers（ET）
2.2.1 Definition of NT and ET
2.3 Studies on Teachers’Questioning
2.4 Summary
Chapter Three Theoretical Framework
3.1 Input Hypothesis
3.2 Affective Filter Hypothesis
3.3 Reflective Teaching
3.4 Summary
Chapter Four Research Methodology
4.1 Research Questions
4.2 Participants
4.2.1 Teacher Participants
4.2.2 Student Participants
4.3 Research Methods
4.3.1 Classroom Observation
4.3.2 Questionnaire
4.3.3 Interview
4.4 Data Collection
4.5 Data Analysis
Chapter Five Results and Discussion
5.1 Differences and Similarities between NT and ET
5.1.1 Preparation for Questioning
5.1.2 Questioning Types
5.1.3 Answering Ways
5.1.4 Wait Time
5.1.5 Teachers’Feedback
5.1.6 Teachers’Reflection on Questioning
5.2 Students’Views and Expectations of Teachers’Questioning
5.2.1 Students’General Views
5.2.2 Questioning Types
5.2.3 Wait Time
5.2.4 Answering Ways
5.2.5 Teachers’Feedback
Chapter Six Conclusion and Implications
6.1 Major Findings
6.2 Pedagogical Implications
6.3 Limitations
6.4 Suggestions for Future Research
References
Appendix One Students questionnaires
Appendix Two Interview
Appendix Three Classroom observation
Acknowledgements
學(xué)位論文數(shù)據(jù)集表
本文編號：2900217
【文章來源】：廣東技術(shù)師范大學(xué)廣東省
【文章頁數(shù)】：80 頁
【學(xué)位級別】：碩士
【文章目錄】：
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.4 Thesis Structure
Chapter Two Literature Review
2.1 Classroom Questioning
2.1.1 Definition of Teachers’Questioning
2.1.2 Classification of Classroom Questioning
2.1.3 Answering Ways
2.1.4 Wait Time
2.1.5 Teachers’Feedback
2.2 Novice Teachers（NT）and Expert Teachers（ET）
2.2.1 Definition of NT and ET
2.3 Studies on Teachers’Questioning
2.4 Summary
Chapter Three Theoretical Framework
3.1 Input Hypothesis
3.2 Affective Filter Hypothesis
3.3 Reflective Teaching
3.4 Summary
Chapter Four Research Methodology
4.1 Research Questions
4.2 Participants
4.2.1 Teacher Participants
4.2.2 Student Participants
4.3 Research Methods
4.3.1 Classroom Observation
4.3.2 Questionnaire
4.3.3 Interview
4.4 Data Collection
4.5 Data Analysis
Chapter Five Results and Discussion
5.1 Differences and Similarities between NT and ET
5.1.1 Preparation for Questioning
5.1.2 Questioning Types
5.1.3 Answering Ways
5.1.4 Wait Time
5.1.5 Teachers’Feedback
5.1.6 Teachers’Reflection on Questioning
5.2 Students’Views and Expectations of Teachers’Questioning
5.2.1 Students’General Views
5.2.2 Questioning Types
5.2.3 Wait Time
5.2.4 Answering Ways
5.2.5 Teachers’Feedback
Chapter Six Conclusion and Implications
6.1 Major Findings
6.2 Pedagogical Implications
6.3 Limitations
6.4 Suggestions for Future Research
References
Appendix One Students questionnaires
Appendix Two Interview
Appendix Three Classroom observation
Acknowledgements
學(xué)位論文數(shù)據(jù)集表
本文編號：2900217
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