發(fā)布時(shí)間：2020-12-05 22:44

　　課堂提問(wèn)是課堂互動(dòng)的重要組成部分,教師可以通過(guò)對(duì)學(xué)生的提問(wèn),提高學(xué)生的課堂參與度,并且提高其運(yùn)用語(yǔ)言的能力,因此進(jìn)行教師課堂提問(wèn)的研究對(duì)教學(xué)具有重要的意義。目前,對(duì)教師課堂提問(wèn)的研究大多集中在大學(xué)和中學(xué)英語(yǔ)課堂上,而對(duì)小學(xué)英語(yǔ)教師課堂提問(wèn)的研究相對(duì)較少,同時(shí)對(duì)于不同種類(lèi)教師的課堂提問(wèn)的對(duì)比研究也相對(duì)較少。本研究試圖探究專(zhuān)家型教師和新手型教師的課堂提問(wèn)行為差異,擬解決以下關(guān)鍵問(wèn)題:(1)新手型與專(zhuān)家型教師在提問(wèn)準(zhǔn)備、提問(wèn)類(lèi)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(zhuān)家型教師在提問(wèn)后的反思有什么異同?本研究選取實(shí)習(xí)學(xué)校五年級(jí)的兩名新手型教師和兩名專(zhuān)家型教師為研究對(duì)象,對(duì)四位教師的課堂教學(xué)進(jìn)行觀(guān)察和訪(fǎng)談,并錄音與轉(zhuǎn)寫(xiě),繼而選取共80名的學(xué)生進(jìn)行問(wèn)卷調(diào)查得出以下結(jié)論:(1)專(zhuān)家型教師和新手型教師在課堂提問(wèn)方面存在一些相似之處,主要表現(xiàn)為在課堂提問(wèn)中兩者都更傾向于展示性問(wèn)題;兩類(lèi)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(wèn)后,兩類(lèi)教師基本上都有給學(xué)生留有足夠的等待時(shí)間;兩類(lèi)教師都更傾向于對(duì)學(xué)生的回答進(jìn)行簡(jiǎn)單表?yè)P(yáng)或表?yè)P(yáng)并復(fù)述學(xué)生的回答;兩者都不夠重視反思。(2)專(zhuān)家型... 

【文章來(lái)源】：廣東技術(shù)師范大學(xué)廣東省

【文章頁(yè)數(shù)】：80 頁(yè)

【學(xué)位級(jí)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



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