农村中学英语课堂提问策略运用现状研究
---以黄流中学为例
研究生：周雪金年级：2014级学科专业：学科教学·英语
指导老师：刘玉梅教授研究方向：英语教学
中文摘要
提问策略是每位教师都应该具有的一种技能，是英语教学过程中的重要部分，也是课堂上师生交流的重要方式。也是课堂上师生交流的重要方式。教师通过提问了解学生的学习情况，引导学生学习课堂上所学的知识；学生通过提问了解老师的心理情感并受其的指引一步步掌握老师所传授的知识。提问策略是课堂的一条线，贯穿始终，因为没有一节不使用提问的课堂。可以说在某种程度上，一节英语课的效率高低很大程度上是取决于提问策略。有效的提问策略不仅能活跃课堂气氛，激发学生的学习兴趣，还能引导学生自主思考问题，促进学生的创造性思维，帮助学生养成积极主动学习的好习惯。因此，为提高课堂效率，教师应该正确运用提问策略。农村中学英语课堂上英语教师提问方式和提问策略运用的现状和存在的主要问题，是本文研究的要点。笔者通过研究寻找一些可行的课堂提问策略，为农村中学英语提供一些行之有效的参考建议。
本研究以皮亚杰的建构主义，维果茨基的最近发展区，Krashen的输入假设和Swain的输出假设理论为基础，为探究提问策略在农村中学英语课堂上实施的情况，笔者从以下三个问题着手：
1）教师在英语课上是否采用了课堂提问策略？
描写一种小动物2）如果教师课堂上没有采用课堂提问策略，原因是什么？
3）如果教师课堂上采用了课堂提问策略，有效性如何?
本文对海南一所农村中学（海南省乐东县黄流镇黄流中学）的三个初中英语教师课堂提问话语进行分析，对教师进行简单的防谈，并对他们进行课堂实录观察和向他们的120名学生进行问卷调查。本文使用定性研究和定量研究两种研究相结合的方法，和采用文献法，调查问卷法和访谈来进行研究。
经过大量的调查研究和数据分析，作者发现农村英语教师在实际英语课堂中
课堂提问存在很多的问题，提问类型中是否型问题过多，教师反馈不具体，缺少多样性。针对日常教学中提问策略普遍存在的问题，作者得出下面一些教学启示。比如：开放性问题或参考性问题应该占提问的大多数，每种问题都应该起到应有的作用；每个问题对于它的回答者来说都应具有挑战性；有些问题可以个人回答，可以组合回答；教师反馈也应该具体多种多样的等等。
最后，文章指出了研究的局限性，并就如何有效使用课堂提问策略给出了一些建议，为今后进一步的研究。
关键词：提问策略；农村中学；英语教学
A Study on the Current Status of Applying Questioning Strategies in English Classroom of Rural Middle School---A Ca Study of Huangliu Middle
School
Postgraduate: Zhou Xuejin Grade: 2014 Supervisor: Professor Liu Yumei Major Field of Study: Subject teaching·English
Orientation: English Teaching
Abstract
Questioning strategies are necessary skills that each teacher should acquire, which play important parts of English teaching process, and they are also important ways to interact between students and teacher in classroom.On the one hand,teacher knows students' study and guide them to learn w膝盖冷怎么办
hat they teach through questioning. On the other hand, questioning can help students to know teacher's mind and learn what they teach step by step under the guidance of questions. Questioning strategy acts as a thread running through a class, as there is no class without questions. In a way, the effectiveness of English class depends on the proper u of questioning strategies. Effective questioning strategies not only can activate classroom atmosphere,motivate students' interest of learning, but also guide students to think,stimulate students' creative thinking and get them to form a positive initiative learning habit. Therefore, teachers should apply questioning strategies to practice correctly, so as to improve the effectiveness of English class. The rearch aims at exploring the current situation and the major problems existing in English classroom questioning procedures of rural middle schools, and attempting to probe some effective classroom questioning strategies, so as to propo some feasible suggestions for English teaching in rural middle schools.
The study is bad on four theories: Piaget' s constructivism, Vygotsky' s zone of proximal development, Krashen' s Input Hypothesis and Swain' s Output Hypothesis. In order to study the implementation of questioning strategies in English classroom of rural middle schools, the author mainly beings from the following three questions:
1) Whether teachers adopt classroom questioning strategies in English class?
2) If teachers do not u classroom questioning strategy in class, what is the reason?
3) If the teacher adopts the classroom question strategy in the classroom, how effective is it?
The thesis analyzes three English teachers who are from a rural middle school (Huangliu Middle school of Huangliu Town, Ledong County, Hainan Province ) and their classroom questions through recording their lessons, questionnaire,and simple interviews. The author adopts qualitative rearch method and quantitative rearch method in which documents, questionnaire and interviews are among the main ones.
Through studying and analyzing the data collected from the questionnaires and notes from the interviews as well as class obrvations, the rearch reveals some main current situations related to classroom questioning, such as, more Yes/No questions are ud in English classroom, teachers' feedbacks are not enough, either dull. For the problems of questioning strategies ari in English classroom, the author summarized some pedagogical implications, such as, the open and referential questions are suppod to be asked more and each question has its own function; a question is suppod to be challenging to the student who answers it and some questions are to be answered individually, some are in groups; the teachers' feedbacks should be various, and so on.
In conclusion, the author refers to some of the limitations in this study and put forward some suggestions about adopting more effective questioning strategies for further study.
电脑数据恢复Keywords: questioning strategies; rural middle school; English teaching
Contents
Abstract in Chine ........................................................................................................ Abstract in English . (i)
List of Tables ................................................................................................................ v i
Chapter 1 Introduction 0
1.1 Background of the Rearch 0
1.2 Purpo and Significance of the Rearch 0
1.3 The Structure of the Thesis (1)
Chapter 2 Theoretical Foundation (3)
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2.1 Constructivism (3)
2.2 Zone of Proximal Development(ZPD) (4)
2.3 Krashen's Input Hypothesis (5)
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2.4 Swain's Output Hypothesis (5)
Chapter 3 Literature Review (7)
3.1 The Definition of Classroom Questioning (7)
巨蟹座的男生3.2 Functions of Questioning (7)
3.3 Classifications of Classroom Questioning (9)
苹果手机如何截屏3.3.1 Display Questions and Referential Questions (9)
3.3.2 Other Classifications of Questions (10)
3.4 Questioning Strategies (13)
3.4.1 Prompting (13)
3.4.2 Probing (14)
3.4.3 Self-explaining (15)
3.4.4 Repeating (15)
3.4.5 Distribution of Questions (15)
