-
摘要课堂提问在课堂教学中起着举足轻重的作用，它是教师与学生分享和传递信息，以达到交流目的的一种手段。本研究通过课堂观察和问卷调查，我们可以了解到高中英语课堂提问的现状,例如问题的类型和答案，等待答案的时间，提问的策略及学生的反应等，分析教师在课堂提问过程中存在的问题并探析学生对教师提问的反应及他们对教师提问的期待。本文进一步探索了教师们该采取何种策略以保证学生在英语学习中的主体地位，并借此提高课堂提问的技巧。本研究对提高课堂教学效果有重大意义。40814
- 上一篇：美剧字幕翻译中幽默效果的实现
- 下一篇：电影《乱世佳人》中女主人公的性格特点及形成原因
毕业论文关键词：提问；高中英语；策略
Abstract Questioning plays an important role in classroom teaching. It’s an approach for teachers to deliver and to share information with the students for the purpose of communication. Through the analysis of the result of questionnaire and class observation, readers will learn about the present situation of questioning in high school English classes. They are types of the questions and answers, the waiting time for an answer, the questioning strategies, the students’ responses and the problems arising from teachers’ questioning activities in classrooms are analyzed, students’ responses to the teachers’ questioning as well as their expectations about it are probed in to. The paper further explores the strategies teachers should adopt to ensure the students’ principal part in English learning and improve their questioning skills in classroom teaching. The research has great significance in improving classroom teaching effect.
Key words: questioning; senior high school English; strategy
Research on Strategies of Questioning in Senior High School English Classroom
Contents
摘 要 i
Abstract ii
I. Introduction ..1
II. The Status Quo of English Classroom Questioning in High School. 3
2.1 More Display Questions Than Referential Questions.3
2.2 Unreasonable Selection of Questioning Objects4
2.3 Teachers’ Inadequate Feedbac to Students..5
2.4 Improper Control of Waiting-time6
III. Main Factors Causing Questioning Problems.7
3.1 Learning Environment7
3.2 Teachers’ Factors7
3.3 Students’ Factors8
IV. Some Stategies For Classrom Questioning.8
4.1 Planning Strategy..9
4.2 Design Strategy10
4.3 Control Strategy..11
4.4 Evaluation Strategy11
V. Conclusion12
Bibliography ..14
Appendix 15
Acknowledgements ..17
I. Introduction
Classroom questioning is a main part of classroom teaching and a significant method to get teaching target. With the rapid development of science and technology, teaching methods have changed a lot, and more and more new technological methods in education are brought to classroom teaching. But the role of classroom questioning cannot be replaced because of its significance. Questioning, as the most frequent teaching method, plays a very crucial role in classroom teaching. It is important to do some research in this field, theoretically and experimentally.
In China, the research of questioning strategies can date back to the Spring Autumn Period and the Warring states. The famous educator Confucius was one of the representatives at that time. In the Analects of Confucius, he put forward that teachers should not inspire students after they have thought the problem about over and over again in his mind and reached a level of emerging some thoughts but cannot deliver the desired answer. The expression means in teaching course, teachers ought to adopt the heuristic point to inspire students. In other words, questioning process should be neither too fast nor too slow. About 90 percent of the questioning studies in China are about theories based on dealing with question types, strategies and skills of questioning. Classroom questioning strategies have been introduced by some outstanding scholars, such as Jin Chuanbao，Wang Yinquan and Wang Duqin . On the Art of Classroom Question, Liu Xianguo compares classroom questioning to a teaching art. He mainly devotes to the classroom questioning in Chinese and Math classes in elementary schools. He makes a summary of functions of classroom questioning. They are as follows, to arouse students’ interest; to develop the capability of students’ thinking; to control the teaching activity; to arouse the unconscious attention; to guide students’ thinking, etc. He also comes up with four priorities. They are first questioning then roll-call; first discussion then conclusion-making; first student’s then teachers; first encouraging then error-correction.