高中英语课堂提问现状的调查研究
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摘要
随着我国基础教育课程改革的逐步深入,新课程改革的实施,使英语教师面临前所未有的挑战。如何以高的教学质量来迎接挑战,是全体英语教师面临的共同问题。课堂提问是教师的一项非常重要的技能和教学手段。它是课堂中教师与学生之间最常见的互动形式。课堂提问的好坏,会直接影响到课堂教学质量。富有启发性的课堂提问可以拓展学生的思维空间、调动学生的学习积极性、激发学生的求知欲望。课堂教学的成功与否在于如何恰当地提问和巧妙引导学生作答。
关于课堂提问的研究,专家学者研究侧重各有不同。前人的研究为我们提供了提问问题的类型,提问的原则和策略。国内学者研究主要侧重于提问的策略方面,而国外学者的研究重点在于提问的目的、种类及分类标准等方面。
本研究是针对普通高中的英语课堂中存在的普遍问题进行的调查研究,重点研究以下几个方面:
1.高中英语课堂提问问题类型的现状
2.高中英语课堂提问对象分配现状
3.高中英语课堂提问评价的现状研究发现普通高中英语课堂教学中存在的普遍问题是:1 .课堂提问问题类型单一,封闭式问题的比例远远超出开放式问题的比例。2.课堂提问对象局限,“厚此薄彼”的现象经常出现。3.教师轻视反馈与评价。
根据研究的结果,本论文提出了如下建议:1.明确提问目的,追求实效提问;2.从学生实际出发,合理安排开放式问题和封闭式问题的比例;3.面向全体学生,扩大提问对象范围;4.充分发挥教师评价的作用。
With China's basic education curriculum reform deepening and the new curriculum reform constantly implemented, the English teachers meet the unprecedented challenge. How to meet the challenge with high quality is a common problem that all the English teachers are facing. Classroom questioning of teachers is a very important skill and an important teaching method. It is the most common form of interaction between teachers and students in the class The quality of the classroom questioning will directly affect the quality of classroom teaching. Rich inspirational classroom questioning can broaden the students' mind, arouse their study enthusiasm and stimulate students' curiosity. The success of classroom teaching lies in how to question properly and how to guide the students answer the question tactfully.
As to the research of Classroom Questioning, scholars do some research on it from .different aspects. Their researches provide us with the types、principles and strategies of Classroom Questioning, Domestic scholars mostly focuses on the strategies of Classroom Questioning, while foreign scholars' focuses on the aims、types and classification level of Classroom Questioning.
This research is an investigation of teachers’questioning in Senior High school. The key research points are as followings:
First. The status quo of types of questioning in Senior High school English Classes
Second. The status quo of distribution of questioning in Senior High school English Classes
Third. The status quo of evaluation and feedback in Senior High school English Classes
After research, the author found there are some common questions in ordinary senior high school English classes. First .the type of question is single and the proportion of the closed problems are far beyond the proportion of open questions. Second, the distribution of questions is limited. Third. Teachers pay little attention to the feedback and evaluation.
According to the result of research, the author put forward the following suggestions in this paper. First. Clear the aims of questioning and go after the effective questioning. Second. Design and arrange the proportion of open question and closed questions reasonably based on the students’actual situation. Third. Face different levels of students and expand the scope of target questioning. Finally the teachers should make their own evaluation play a full role in their classes.
关于课堂提问的研究,专家学者研究侧重各有不同。前人的研究为我们提供了提问问题的类型,提问的原则和策略。国内学者研究主要侧重于提问的策略方面,而国外学者的研究重点在于提问的目的、种类及分类标准等方面。
本研究是针对普通高中的英语课堂中存在的普遍问题进行的调查研究,重点研究以下几个方面:
1.高中英语课堂提问问题类型的现状
2.高中英语课堂提问对象分配现状
3.高中英语课堂提问评价的现状研究发现普通高中英语课堂教学中存在的普遍问题是:1 .课堂提问问题类型单一,封闭式问题的比例远远超出开放式问题的比例。2.课堂提问对象局限,“厚此薄彼”的现象经常出现。3.教师轻视反馈与评价。
根据研究的结果,本论文提出了如下建议:1.明确提问目的,追求实效提问;2.从学生实际出发,合理安排开放式问题和封闭式问题的比例;3.面向全体学生,扩大提问对象范围;4.充分发挥教师评价的作用。
With China's basic education curriculum reform deepening and the new curriculum reform constantly implemented, the English teachers meet the unprecedented challenge. How to meet the challenge with high quality is a common problem that all the English teachers are facing. Classroom questioning of teachers is a very important skill and an important teaching method. It is the most common form of interaction between teachers and students in the class The quality of the classroom questioning will directly affect the quality of classroom teaching. Rich inspirational classroom questioning can broaden the students' mind, arouse their study enthusiasm and stimulate students' curiosity. The success of classroom teaching lies in how to question properly and how to guide the students answer the question tactfully.
As to the research of Classroom Questioning, scholars do some research on it from .different aspects. Their researches provide us with the types、principles and strategies of Classroom Questioning, Domestic scholars mostly focuses on the strategies of Classroom Questioning, while foreign scholars' focuses on the aims、types and classification level of Classroom Questioning.
This research is an investigation of teachers’questioning in Senior High school. The key research points are as followings:
First. The status quo of types of questioning in Senior High school English Classes
Second. The status quo of distribution of questioning in Senior High school English Classes
Third. The status quo of evaluation and feedback in Senior High school English Classes
After research, the author found there are some common questions in ordinary senior high school English classes. First .the type of question is single and the proportion of the closed problems are far beyond the proportion of open questions. Second, the distribution of questions is limited. Third. Teachers pay little attention to the feedback and evaluation.
According to the result of research, the author put forward the following suggestions in this paper. First. Clear the aims of questioning and go after the effective questioning. Second. Design and arrange the proportion of open question and closed questions reasonably based on the students’actual situation. Third. Face different levels of students and expand the scope of target questioning. Finally the teachers should make their own evaluation play a full role in their classes.
引文
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[4]陈茂娟.高中英语课堂提问的几点浅见.[J].外语教育研究.2009(3):62-63.
[5]邓俊叶等.英语教学过程中有效评价对学生自主学习能力的影响[J]考试周刊.2008. (1): 6-11.
[6]洪松舟,卢正芝.中学课堂教学提问的社会分析[J].课程.教材.教法,2010.(1):15-18.
[7]洪松舟,卢正芝.我国有效课堂提问研究十余年回顾与反思[J].河北师范大学学报,2008,10(12):12-14.
[8]韩骥.浅谈英语课堂教学有效提问[J].和田师范专科学校学报,2008(7):145-146.
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[10]加里.D.鲍里奇.有效教学方法[M].江苏:江苏教育出版社.2002.82-84.
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[13]金莺.英语课堂教学过程中如何实施有效评价[J].基础教育外语教学研究2007.5.15-16.
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[15]李康.论教师课堂反馈技巧对课堂互动的影响[D]:[硕士论文].西南师范大学外国语学院.2005
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[17]刘显国.课堂提问艺术.[M].北京:中国林业出版社.2000,.1-3.
[18]刘培芳.英语课堂提问与答问策略[J].基础教育外语教学研究.2004.1.(12): 55-56.
[19]李采.高中英语课堂提问类型的调查研究[D]:[硕士论文].长春:东北师范大学,2009.
[20]鲁献蓉.在新的课程改革背景下课堂提问技能的思考.[J]课程、教材、教法.2002.(10):20-25.
[21]卢玉海.高中英语课堂提问艺术.[J].吉林教育.2009(12):58-59.
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[28]肖锋编.学会教学—课堂教学技能的理论与实践.[M]浙江大学出版社.2004.
[29]徐建明.谈生物目标教学中的提问模式[J].中学生物教学.1998(1):12-13.
[30]于兰.英语课堂提问策略[J].辽宁工学院学报.2002.4.(6):82-83.
[31]杨旭.高中英语课堂提问存在的主要问题及策略研究[D]:[硕士论文].长春:东北师范大学,2009
[32]叶捷.浅谈兴趣与语文教学[J].中国校外教育理论. 2008.11(5):12-14.
[33]易斌.改革开放30年中国基础教育英语课程变革研究.[D].[硕士论文]湖南师范大学:2010.
[34]游向群.课堂教学中有效提问的策略探讨[J].闽西职业技术学院学报,2009(3):11-12.
[35]叶书.高中英语课堂提问设计和策略.[J].英语教学研究.2006(06):76-77.
[36]赵晓红.大学英语阅读课教师话语的调查与分析[J],外语界.1998(2):12-13.
[37]张丽.试论有效课堂提问的技巧[J].上海教育科研,2003(12)
[38]张洁.高中化学课堂实施“问题教学”的研究与实践. [D].苏州.苏州大学.2008.
[39]郑肖黎.高中英语课堂提问的调查研究[D].[硕士论文].长春:东北师范大学,2009.
[40]张玲.中学英语课堂提问方式的研究[D].[硕士论文].上海:华东师范大学,2003.
[41]朱福文、胡鸥.论课堂提问原则、类型、方法及评价[J].太原教育学院学报.2004.22(4): 74-76.
[42]张玉梅.中外教师EFL课堂提问研究[D].[硕士论文].长春:东北师范大学,2009.
[43]周萍.加强课堂提问艺术,优化英语课堂教学[J].中国农村教育2007.(7-8):120-121.
[44]Borich,G.D. Questioning Strategies In G.D. Borich (ed.)Effective Teaching Methods[M]. Columbus:Merrill.1988.92-123.
[45]Gall.MD.The Use of Questions in Teaching [J].Review of Educational Research.1970,40: 707-721
[46]Kauchak,D.and Eggen P.D. Learning and Teaching [M].Mass:Allyn and Bacon.1989:103-103..
[47]Krashen, S.D. Second Language Acquisition and Second Language Learning[M]. Oxford: Pergamon. 1981.101-234.
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[2]辞海.[M].上海:上海辞书出版社,2004.405.
[3]陈静波.教师话语中常见问题.有效教学-高中英语教学中的问题与对策[M].长春:东北师范大学出版社.2010.31-32.
[4]陈茂娟.高中英语课堂提问的几点浅见.[J].外语教育研究.2009(3):62-63.
[5]邓俊叶等.英语教学过程中有效评价对学生自主学习能力的影响[J]考试周刊.2008. (1): 6-11.
[6]洪松舟,卢正芝.中学课堂教学提问的社会分析[J].课程.教材.教法,2010.(1):15-18.
[7]洪松舟,卢正芝.我国有效课堂提问研究十余年回顾与反思[J].河北师范大学学报,2008,10(12):12-14.
[8]韩骥.浅谈英语课堂教学有效提问[J].和田师范专科学校学报,2008(7):145-146.
[9]教育部.英语课程标准[M].北京:人民教育出版社,2003:6-8.
[10]加里.D.鲍里奇.有效教学方法[M].江苏:江苏教育出版社.2002.82-84.
[11]金传宝.教师如何提高发问技巧[J].外国教育研究.1998(2):13-56.
[12]金传宝.美国关于教师提问技巧的研究综述.[J].课程、教材、教法1997.(2):.53-54.
[13]金莺.英语课堂教学过程中如何实施有效评价[J].基础教育外语教学研究2007.5.15-16.
[14]李跃文.高中英语教师课堂提问实证研究.[D]:[硕士论文].长春:东北师范大学,2007.
[15]李康.论教师课堂反馈技巧对课堂互动的影响[D]:[硕士论文].西南师范大学外国语学院.2005
[16]李军.关于初中英语教师课堂提问行为的研究[J].辽宁师范大学学报.2005.(5).15-18.
[17]刘显国.课堂提问艺术.[M].北京:中国林业出版社.2000,.1-3.
[18]刘培芳.英语课堂提问与答问策略[J].基础教育外语教学研究.2004.1.(12): 55-56.
[19]李采.高中英语课堂提问类型的调查研究[D]:[硕士论文].长春:东北师范大学,2009.
[20]鲁献蓉.在新的课程改革背景下课堂提问技能的思考.[J]课程、教材、教法.2002.(10):20-25.
[21]卢玉海.高中英语课堂提问艺术.[J].吉林教育.2009(12):58-59.
[22]沈红梅.高中英语课堂提问有效性再思考[J].素质教育论坛.2010(2):51-52.
[23]王雪梅.课堂提问的有效性及其策略研究[D].兰州;西北师范大学.2006.
[24]王方林.何谓有效的课堂提问[J].教育理论与实践,2002(7):32-34.
[25]王善文.高中英语课堂提问的调查与研究[D]:[硕士论文].上海:华东师范大学,2007.
[26]王笃勤编.英语教学策略论.[M].外语教学与研究出版社.2002.43-44.
[27]许广厚主编.课堂教学技艺[M].北京:北京师范大学出版社.1997.21-35.
[28]肖锋编.学会教学—课堂教学技能的理论与实践.[M]浙江大学出版社.2004.
[29]徐建明.谈生物目标教学中的提问模式[J].中学生物教学.1998(1):12-13.
[30]于兰.英语课堂提问策略[J].辽宁工学院学报.2002.4.(6):82-83.
[31]杨旭.高中英语课堂提问存在的主要问题及策略研究[D]:[硕士论文].长春:东北师范大学,2009
[32]叶捷.浅谈兴趣与语文教学[J].中国校外教育理论. 2008.11(5):12-14.
[33]易斌.改革开放30年中国基础教育英语课程变革研究.[D].[硕士论文]湖南师范大学:2010.
[34]游向群.课堂教学中有效提问的策略探讨[J].闽西职业技术学院学报,2009(3):11-12.
[35]叶书.高中英语课堂提问设计和策略.[J].英语教学研究.2006(06):76-77.
[36]赵晓红.大学英语阅读课教师话语的调查与分析[J],外语界.1998(2):12-13.
[37]张丽.试论有效课堂提问的技巧[J].上海教育科研,2003(12)
[38]张洁.高中化学课堂实施“问题教学”的研究与实践. [D].苏州.苏州大学.2008.
[39]郑肖黎.高中英语课堂提问的调查研究[D].[硕士论文].长春:东北师范大学,2009.
[40]张玲.中学英语课堂提问方式的研究[D].[硕士论文].上海:华东师范大学,2003.
[41]朱福文、胡鸥.论课堂提问原则、类型、方法及评价[J].太原教育学院学报.2004.22(4): 74-76.
[42]张玉梅.中外教师EFL课堂提问研究[D].[硕士论文].长春:东北师范大学,2009.
[43]周萍.加强课堂提问艺术,优化英语课堂教学[J].中国农村教育2007.(7-8):120-121.
[44]Borich,G.D. Questioning Strategies In G.D. Borich (ed.)Effective Teaching Methods[M]. Columbus:Merrill.1988.92-123.
[45]Gall.MD.The Use of Questions in Teaching [J].Review of Educational Research.1970,40: 707-721
[46]Kauchak,D.and Eggen P.D. Learning and Teaching [M].Mass:Allyn and Bacon.1989:103-103..
[47]Krashen, S.D. Second Language Acquisition and Second Language Learning[M]. Oxford: Pergamon. 1981.101-234.
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