中学英语课堂中教师提问与学生参与度的相关性分析研究Word文档下载推荐.docx

中学英语课堂中教师提问与学生参与度的相关性分析研究Word文档下载推荐.docx

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Throughthisresearch,theauthorfoundthemajorproblemsexistinginclassroomquestionsinmiddleschoolEnglishteaching.TheauthorhopesthatthisresearchcanhelpEnglishteacherstoapplyclassroomquestionsproperlyandaccomplishtheteachingtasksmorescientifically.Atthesametimetoimprovethestudents’participationinEnglishlearning.

Keywords:

Englishinmiddleschool。

teacher-questioninginclass。

students-participation.

摘要

教师课堂提问一直被视作外语课堂教案的重要组成部分。

本文针对初中英语的课堂提问行为进行研究，其研究内容包括教师的课堂提问行为、学生的参与以及两者之间的相关性。

本文主要研究中学英语课堂提问与学生参与的现状及存在问题，然后提出切实可行的课堂提问策略来改善学生在英语学习中的参与。

经过研究分析，作者发现初中英语课堂提问主要存在的问题.希望此研究能有助于中学的英语教师更科学、更艺术的运用课堂提问策略，高质量的完成英语教案任务。

于此同时提高学生的课堂参与，从而实践以学习者为中心的教案理念。

关键词：

中学英语。

教师课堂提问。

学生参与

I.Introduction

A.Backgroundinformation

Asthetimemovesforward,thereisahigherclaimtothepeople’sEnglishstandardfromthesociety,andtobeabletocommunicateinEnglishfluentlyhasbecometheaimoflearningEnglish.Howtoraisethestudents’interestinclassroomteachingandhowtoimproveitinordertocultivatethestudents’abilityinthinkingandmakinginnovationsandtopromotetheirabilitytocommunicateinEnglishwillbevitalissuetobesolved.

AccordingtotheNewCurriculum,theprocessofteachingshouldbetheonecontainingacommunicationandadevelopmentbetweentheteachersandstudents.Teachershouldactasanorganizer,aguiderandaparticipator.Themostimportanttaskforateacheristobuildakindofclassroomatmospherewithadmit,supportandtolerance,andtoestablishakindofeducationalenvironmentinwhichthestudentsarestimulatedandinspiredtolearninanatmospherefullofequality,respect,trustandtolerance,whiletheteachers’questionstakeanessentialpositioninbuildingsuchclassroomatmosphere.

“Allforstudents-Forallstudents-Forstudentsall”.Thisexpressionhasshowntheessentialfeaturesofthequality-orientededucation.Togivefullplaytothestudentsandtoenablethemtobethehostsintheteachinghasbecomeaninexorabletrendinmodernteachingreform.

MostteachersinvolvedinlanguageteachingatChineseinstitutions,languageschools,andothereducationalfoundationswouldagreethattheChineselearnersofEnglishasaforeignlanguage（EFL>

ingeneral,basedonwhattheyachieveintheirlimitedclasshours.LookingatthenatureoftheEFLlearning,onewillrealizethattheselearners,asopposedtotheoneswithamixedfirstlanguageandculturalbackgroundtaughtinanEnglishspeakingenvironment（ESL>

haveconsiderablyfewopportunitiestousethelanguagecommunicativelybothoutsideandwithintheclassroomamongpeers（Richard1990>

.Thisimpliesthattheteacheristheonlysourcelearnersexpecttocommunicatewith,andasaresultshe/heisboundtocorrespondtothelearners’expectationsintermsofquestioning.StudiesrelatingtoESLteachinghavealsopointedouttheneedforteacher’questioning.Insecondlanguageclassrooms,wherelearnersoftendonothaveagreatnumberoftools,teachers’questionsprovidenecessarysteppingstonestocommunication.

Questioningisreportedasoneofthemostimportantofallteachingtechniques,andinsomeclassrooms,teachersusemorethanhalfoftheclasstimeexchangingquestionsandanswers.Moreover,instudiesexploringthecontributionofteachers’questionsinsecondlanguageclassrooms,thesequestionsplayacrucialroleinlanguageacquisition,theycanbeusedtoallowthelearnerstokeepparticipatinginthediscourseandevenmodifyitsothatthelanguageusedbecomesmorecomprehensibleandpersonallyrelevant.

Theactofaskingquestionshelpsteacherskeepstudentsactivelyinvolvedinlessons,whileansweringquestions,studentshavetheopportunitytoopenlyexpresstheirideasandthoughts,andaskingquestioncanenableotherstudentstoheardifferentexplanationsofthematerialbytheirpeers,evaluatestudentlearningandreviseteachers’lessonsasnecessary.

Questioningisanexcellentaidthatcanservealessonwell,andthesuccessofstudentsinansweringthequestionismoreoftendeterminedbytheteacher'

squestioningtechniques.Thispaperfocusesontwotypesofquestions,displayandreferential.And