課堂提問作為課堂教學的重要組成部分,是教學過程中師生之間進行溝通,建立良好互動的重要手段。閱讀課堂提問是指教師為了檢查和引導學生理解課文而有目的地提出問題,從而鼓勵學生積極參與閱讀課堂活動。優(yōu)化閱讀課堂提問,可以更好地激發(fā)學生對英語的學習興趣,提高閱讀課堂的教學效果。筆者通過查閱相關(guān)文獻,發(fā)現(xiàn)國內(nèi)外許多學者都對課堂提問進行了理論和實踐方面的研究,成果豐碩。但是研究大多集中在高中和大學英語課堂上,而對初中英語教師課堂提問的研究相對較少,同時對于不同類型教師課堂提問的對比研究也相對較少。因此,本研究以國內(nèi)外相關(guān)研究為基礎(chǔ),探究新手型和專家型教師在英語閱讀課堂提問方面的異同,從提問類型,提問策略,等待時間,回答方式,教師反饋等方面展開分析,解決了以下問題:1.新手型與專家型教師在英語閱讀教學中課堂提問存在哪些異同?2.新手型與專家型教師在英語閱讀教學中課堂提問存在差異的原因是什么?3.學生對英語教師的閱讀課堂提問有什么看法?本研究選取呼和浩特市某中學初一年級兩位新手型英語教師和兩位專家型英語教師以及四位教師所教班級的240名學生作為研究對象。兩位專家型教師都是具有15年以上教齡,職稱為高級的...

【文章頁數(shù)】：75 頁

【學位級別】：碩士

【文章目錄】：
中文摘要
abstract
Chapter Ⅰ Introduction
    1.1 Background of the research
    1.2 Purpose and significance of the study
    1.3 Overall structure of the thesis
Chapter Ⅱ Literature Review
    2.1 Definition of key terms
        2.1.1 Classroom questioning
        2.1.2 Questioning type
        2.1.3 Questioning strategy
        2.1.4 Answering way
        2.1.5 Wait time
        2.1.6 Teachers’feedback
    2.2 Comparative studies on novice and expert teachers
        2.2.1 Definition of novice and expert teachers
        2.2.2 Comparative studies on novice and expert teachers
    2.3 Theoretical foundations
        2.3.1 Krashen’s Input Hypothesis
        2.3.2 Swain’s Output Hypothesis
        2.3.3 Long’s Interaction Hypothesis
    2.4 Relevant studies on classroom questioning abroad and at home
        2.4.1 Relevant studies on classroom questioning abroad
        2.4.2 Relevant studies on classroom questioning at home
Chapter Ⅲ Research Methodology
    3.1 Research questions
    3.2 Research subjects
    3.3 Research instruments
        3.3.1 Classroom observation
        3.3.2 Questionnaire
        3.3.3 Interview
    3.4 Data collection and analysis
Chapter Ⅳ Results and Discussions
    4.1 Similarities and differences of classroom questioning between novice and expert teachers
        4.1.1 Questioning type
        4.1.2 Questioning strategy
        4.1.3 Wait time
        4.1.4 Answering way
        4.1.5 Teacher’s feedback
    4.2 Reasons for the differences of classroom questioning between novice and expert teachers
    4.3 Students’perception of teachers’classroom questioning
        4.3.1 Students’general perception of teachers’classroom questioning
        4.3.2 Students’perception of questioning type
        4.3.3 Students’perception of questioning strategy
        4.3.4 Students’perception of wait time
        4.3.5 Students’perception of answering ways
        4.3.6 Students’perception of teacher’s feedback
Chapter Ⅴ Conclusion
    5.1 Major findings
    5.2 Implications for classroom questioning in junior high school English reading teaching
    5.3 Limitations of the study and suggestions for future research
References
Appendix Ⅰ Student’s Questionnaire
Appendix Ⅱ Classroom Observation Sheet
Appendix Ⅲ Teachers’Interview Outline
Acknowledgements



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