發(fā)布時間：2024-10-04 21:40

　　互動是交際教學(xué)法的核心,而提問是二語課堂中最有效的互動形式。課堂提問作為教師在教學(xué)活動中最常用的手段,能夠增強(qiáng)師生間的互動交流,培養(yǎng)學(xué)生的發(fā)散性思維,提高學(xué)生的口語交際能力。課堂是學(xué)生學(xué)習(xí)和運(yùn)用英語的最主要場所,在英語教學(xué)中,只有更好地發(fā)揮課堂提問的作用,課堂學(xué)習(xí)才會更加有趣、高效。鑒于此,本研究基于言語行為理論、語用行為理論以及合作原則等理論,對高中英語教師課堂提問行為進(jìn)行個案研究,以期為提高高中英語教師課堂提問行為的合理性和有效性提供些許參考。筆者通過整理與分析國內(nèi)外相關(guān)研究成果,采用定性與定量分析相結(jié)合的方法,選取哈爾濱市第四中學(xué)校高一四個平行班的學(xué)生進(jìn)行了問卷調(diào)查,并對四名教師進(jìn)行深入的訪談與課堂觀察,旨在從問卷和訪談中了解師生們對課堂提問的認(rèn)識及態(tài)度;此外,根據(jù)細(xì)致的課堂觀察與文字轉(zhuǎn)寫,對英語課堂教師的提問行為,包括問題類型、候答時間、叫答方式和理答方式四個方面進(jìn)行總結(jié)概括,從研究數(shù)據(jù)中得出教師提問現(xiàn)狀存在的不足并探討提高教師課堂提問行為質(zhì)量的對策,以便在未來的教學(xué)中真正落實(shí)以學(xué)生為中心的素質(zhì)教育理念。研究發(fā)現(xiàn),該學(xué)校高中英語教師課堂提問行為具有合理性,如:英語教師能夠重視課堂...

【文章頁數(shù)】：61 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract in English
Abstract in Chinese
Chapter One Introduction
    1.1 Research Background
        1.1.1 The Importance of Teacher Talk
        1.1.2 The Importance of Teachers’Questioning Acts
    1.2 Research Purpose and Significance
        1.2.1 Research Purpose
        1.2.2 Research Significance
    1.3 The Entire Structure of the Thesis
Chapter Two Literature Review
    2.1 Basic Concepts
        2.1.1 Definition of Teacher Questioning
        2.1.2 Classification of Teacher Questioning
        2.1.3 Wait-time of Teacher Questioning
        2.1.4 Ways of Teacher Questioning
        2.1.5 Strategies of Teacher Questioning
    2.2 Previous Researches on Teacher Questioning at Home and Abroad
        2.2.1 Teacher Questioning Studies at Home
        2.2.2 Teacher Questioning Studies Abroad
    2.3 Theoretical Foundations
        2.3.1 Speech Act Theory
        2.3.2 Cooperation Principle
        2.3.3 Politeness Principle
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Methods
        3.3.1 Classroom Observation
        3.3.2 Questionnaire
        3.3.3 Interview
    3.4 Research Procedures and Data Collection
Chapter Four Data Analysis and Discussion
    4.1 Data Analysis and Results of Classroom Observation
        4.1.1 Question Types
        4.1.2 Wait-time
        4.1.3 Ways of Questioning
        4.1.4 Strategies of Questioning
    4.2 Data Analysis and Results of Questionnaires
        4.2.1 Students’Response to Question Types
        4.2.2 Students’Response to Wait-time
        4.2.3 Students’Response to Ways of Questioning
        4.2.4 Students’Response to Strategies of Questioning
    4.3 Data Analysis and Results of Interviews
        4.3.1 Teachers' Understanding towards Their Questioning Acts
        4.3.2 Teachers' Attitude towards Their Questioning Acts
    4.4 Summary
Chapter Five Conclusions
    5.1 Major Findings
    5.2 Teaching Suggestions
    5.3 Limitations and Recommendations
        5.3.1 Limitations of the thesis
        5.3.2 Recommendations for Further Studies
Bibliography
Acknowledgements
Appendixes



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