高中英語閱讀課堂教師提問的調(diào)查研究
發(fā)布時間:2018-04-16 14:02
本文選題:高中英語 + 閱讀課 ; 參考:《華東師范大學》2017年碩士論文
【摘要】:在高中英語課程中,閱讀教學占有重要的地位,而教師提問是閱讀教學的常用教學手段,教師提問的質(zhì)量會影響到閱讀教學的質(zhì)量,也會影響到師生之間的互動。高質(zhì)量的教師提問可以激發(fā)學生主動參與課堂,幫助學生更好地理解閱讀文本,提升學生的閱讀思維能力和解決問題的能力。因此開展對高中英語閱讀課堂教師提問的調(diào)查研究,可以幫助了解閱讀課堂中教師提問的現(xiàn)狀和問題,對于提高高中英語閱讀課的質(zhì)量和效果是非常重要和必要的。本研究采用課堂觀察、教師訪談和學生問卷等研究方法,對四位高中英語教師的閱讀課進行課堂調(diào)查與分析。通過課堂觀察研究教師提問后的等待時間、問題形式和問題類型、問題的作答方式、提問的策略、學生回答問題后,教師的反饋等等問題,并輔之以教師訪談和學生問卷調(diào)查,以了解教師對提問的認知和需求以及學生的期望。研究結(jié)果表明,高中英語閱讀課堂中,教師提問后留給學生的等待時間太短、展示性問題遠遠多于參考性問題、學生主動回答問題的情況較少、重復和轉(zhuǎn)指策略使用太多、教師對于學生問題回答后的反饋不當?shù)鹊取Mㄟ^本研究,希望能找到更多改進高中英語閱讀課堂教師提問的有效措施,提高教師提問的質(zhì)量,促進教師的專業(yè)發(fā)展。
[Abstract]:The teaching of reading plays an important role in senior high school English courses, and teachers' questioning is a common teaching method in reading teaching. The quality of teachers' questions will affect the quality of reading teaching as well as the interaction between teachers and students.High quality teacher questioning can stimulate students to participate in class actively, help students to better understand the reading text, improve students' reading thinking ability and problem-solving ability.Therefore, it is very important and necessary to carry out the investigation and research on the teachers' questioning in senior high school English reading class, which can help us to understand the present situation and problems of the teachers' questioning in the reading class, and it is very important and necessary to improve the quality and effect of the English reading class in senior high school.In this study, classroom observation, teacher interview and student questionnaire were used to investigate and analyze the reading class of four senior English teachers.Through classroom observation, the author studies the waiting time, the form and type of the question, the way of answering the question, the strategy of the question, the feedback of the teacher after the students answer the question, and the interview of the teacher and the questionnaire survey.To understand the teacher's understanding of the question and needs, as well as the expectations of students.The results show that in high school English reading class, teachers leave students too short time to wait after asking questions, and display questions are far more than reference questions. Students take the initiative to answer the questions and use too many repetition and transfer strategies.The teacher's feedback on the student's question is improper and so on.Through this study, we hope to find more effective measures to improve teachers' questioning, improve the quality of teachers' questioning and promote teachers' professional development.
【學位授予單位】:華東師范大學
【學位級別】:碩士
【學位授予年份】:2017
【分類號】:G633.41
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