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》由会员分享,可在线阅读,更多相关《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(13页珍藏版)》请在冰豆网上搜索。
![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](https://file1.bdocx.com/fileroot1/2022-10/29/ce0c3c3b-5943-498b-b21f-6c4c9143dfd7/ce0c3c3b-5943-498b-b21f-6c4c9143dfd71.gif)
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