初中英语课堂提问的实例研究.docx
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初中英语课堂提问的实例研究.docx
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初中英语课堂提问的实例研究
琼州学院
QIONGZHOUUNIVERSITY
2014届本科毕业论文
题目:
初中英语课堂提问策略的实例研究
——以三亚市二中为例
学院:
外国语学院
专业:
英语
学生姓名:
刘洋
班级:
12英语本(专升本)
学号:
号:
12255029
指导教师姓名:
李树刚
职称:
讲师
日期:
2014年4月
琼州学院教务处
二○一三年六月制
第一部分毕业论文
一、毕业论文……………………………………………………1
第二部分过程管理资料
二、本科毕业论文课题任务书20
三、本科毕业论文开题报告23
四、本科毕业论文中期报告28
五、毕业论文指导教师审阅表29
六、毕业论文评阅教师评阅表30
七、毕业论文答辩评审表31
2014届本科生毕业论文
初中英语课堂提问策略的实例研究
——以三亚市二中为例
学 院:
外国语学院
专业:
英语
学生姓名:
刘洋
班级:
12英语本(专升本)
学号12255029
指导教师姓名:
李树刚
职称讲师
最终评定成绩
2014年4月
ACaseStudyofEnglishQuestioningSkillsinJuniorMiddleSchool
——TakingSanYaNo.2MiddleSchoolforExample
ByLiuYang
Athesis
SubmittedtotheDepartmentofForeignLanguagesof
QiongZhouUniversity
Inpartialfulfillmentoftherequirements
Forthedegreeof
BachelorofArts
Supervisedby
LiShugang
April2014
初中英语课堂提问的实例研究
——以三亚市二中为例
作者:
刘洋
导师:
李树刚
摘要
课堂提问是课堂教学中使用最频繁的课堂教学技能之一。
作为英语课堂中的一个重要手段,课堂提问是有效教学中的一个重要组成部分,它被应用到整个教学过程中,成为联系教师和学生双边互动的桥梁。
本文通过从目前教学中存在的主要问题如效率不高,形式单一,学生与老师零交流等问题,以本人所在城市中学为个案,系统研究了课堂提问与教学效率提高的相关方法,如创设有效的教学情境,教师提前做好课程准备,教师具备一定的提问技巧等。
因此,调查和研究现在英语教学中课堂提问的现状,发展优势,改进不足,对于提高英语教学质量有着十分重要的意义。
关键词:
课堂提问;教师;学生
ACaseStudyofEnglishQuestioningSkillsinJuniorMiddleSchool
——TakingSanYaNo.2MiddleSchoolforExample
Author:
LIUYang
Supervisor:
LIShugang
ABSTRACT
Classroomquestioningisoneofthemostfrequentlyteachingskills,whichisaneffectiveteachingcomponent.It’salsothelinkasanimportanttoolinEnglishclassroom;itcontactsboththeteacherandthestudents.Atpresent,classroomquestioninginSanYaNO.2MiddleSchoolhassomeproblems,suchasinefficientteaching,teachingformissingleandsoon.Takingtheschoolinmycityforexample,thisthesismakesasystematicresearchinhowtoboostthestudentstostudy,howtoenablethestudentstoparticipateinclassroomcommunicationactivities.Soteachersshouldcarefullydesignandproperlyuseavarietyoftypesofquestionsandthentheycanguidethestudentstothinkactively,toincreasethecomprehensibleresult,enhancelanguageacquisitionandultimatelyachievethepurposeofeffectivenessteaching.Therefore,itisvitaltoresearchthecurrentsituationofclassroomquestioninginEnglishteaching.TodeveloptheadvantagesandboosttheweaknesseshavetheextremelysignificancetoincreasethequalityofEnglishteaching.
Keywords:
classroomquestioning;teacher;student
Acknowledgements
Iwouldliketothankallthosewhohavegivenmetheirhelps,whichhavebeenthemajordrivingforceformetocompletethethesis.
Firstandforemost,thankstomyadvisor,LiShugang.Itwouldn’thavebeenfinishedwithoutthehelpofhim,whodevotedhisprecioustimetogivingmeadvicesonmythesis.Hisspirithasinspiredmetoovercomedifficulties.
Besides,I’malsogratefultoalltheteachers,fromwhosedevotedteachingandlecturesIhavebenefitedalotsoIcanpreparedforthethesis.
Lastbutnotleast,mythankswillgotomyfamiliesfortheirlovingandgreatconfidenceinmealltheseyears.Ialsoowemysinceregratitudetomyclassmateswhogavemetheirhelpwithmyproblems.
CONTENTS
1Introduction
AccordingtotheinvestigationofNO.2MiddleSchoolinSanYa,thisthesisfindsthatsometeachersdonotmakefullpreparationsfortheclassroomquestioning,lackgoodunderstandingoftheeffectivequestioning,andtheyareshortofexperienceinthesystemdesign.Onlywhenteachersusevalidstrategiescantheymakeeffectivequestioning.Meanwhile,teachersshouldencouragethestudenttoask“why”,tocomeupwiththequeries.Instudents’view,toaskaquestioncannotonlycontributetotheirstudy,enhancetheirabilityofexpressionandcommunicationskills,butalsogivethemconfidence.However,mostofthesestudentsliketowaitteachertoaskthemratherthanactivelytoanswerthequestions.Thissituationattributestotworeasons,ontheonehand,theteacherdoesnotgivestudentsenoughtimetothinkandanswerthequestion;ontheotherhand,studentspassivelykeepsilentatthebackoftheclassroom.Thisresearchintendstodigouttheseproblemsandseeksomesolutions.
2Literaturereviewandtheoreticalbasis
2.1Literaturereview
Classroomquestioningisthemainformofteacher-studentexchangetoexchangetheinformationanddothelanguagepractice.Asforthis,differentpeoplestatetheirdifferentpointofviews.Allwright(1997)saidthattheteachershouldnotonlygivethestudentsconfirmationbutalsoshouldgivethestudentsmoralsupport;don’tletthestudentsfeeldown,becauseitcanmakethemlosetheambition.ForeignscholarsNunan(1989)pointedoutthatclassroomquestioningisimportanttoEnglishlearningprocessandsecondlanguageacquisition,ontheonehand,theycanreachtheidealconditionoflearningEnglishthoughthemodelofteachers,ontheotherhand,teacherscantaketheleadofusingthetargetlanguage.Furthermore,astothetypeofquestion,Nunansaidwhenanswerthereferencequestions,studentsshouldputintolotsoftimetodeliberate,sothetypeofquestionsareimportanttothestudentstodevelopthemabilities(Nunan,1989).ZhengQingsheng(1997)statedclassroomquestioningisaskillthatcantestthestudents’learningresult,itcanboostthestudents’abilityofdeliberatingandlearning,canboostthecommunicationbetweentheteacherandstudents.LiuXianguo(2000)holedthatclassroomquestioningcanreflecttheknowledgereceptivityofthestudents.Hesubmittedtoaskaquestionisanartofteaching,itcanremovethestudents’learninginitiativeanddeliberation,andcanmakethequestioncomeintonotice,canfindandsolvetheproblems,cancontributetothestudentsandcandrivetheclassroomatmosphere.Moreover,hepointedoutthatsmilecanmakethestudentsfeelcomfortableandtheywillbereadytoanswerthequestionsthenexttime.Astothestudents’answer,teachershouldgivethemdefiniteconclusion.Asforthepositiveevaluate,itcanincreasethestudents’confidence,canmakethemownlearningaims,astothenegativeanswers,ofcourse,studentscanrealizethedefects.Ontheonehand,theycanavoidmakingthesamefaultthenexttime,ontheotherhand,itcanboostthestudentstocontinuestudying.CaiNanrong(2006)supportedinordertoboosttheclassroominteraction;weshoulduseabetterwaytoask,thatistosay,differentquestionsusedifferentways,forinstance,howtochoosethetypeofelicitation,openingtypeorpredication.Itplaysanimportantroleinclassroom.ChenYao(2002)cameupwiththevalidityofclassroom,becausethequestionsarethebridgerunthroughthewholeclass,sotheteachersshouldaskthestudentsfrequently.ZhangLing(2003)pointedoutclassroomquestioningisthebasictooltocontroltheteaching,itmeansitcanbooststudentslearnmuchmoreeffectiveandmakethestudentsachievetheaim.
2.2Krashen’stheory
StephenKrashen,anAmericanlinguist,cameupwiththeMonitorTheoryattheendofnineteensixties,whichdeducedfivehypotheses.KrashenmakesaparticulardescriptionforhisfivehypothesesandespeciallyaffirmstheimportantpositionoftheInputHypothesis.Hethinksthattheinputhypothesismaybeoneofthemostimportantconceptsintoday'stheoryofsecondlanguageacquisition.Becauseitpointsoutanimportantprobleminlanguagelearning,thatishowtomasteralanguage,especiallyforeignlanguage.If"i"referstothelinguisticcompetenceandextra-linguisticknowledgewehaveacquired,thehypothesisclaimsthatwemovefrom"i"to"i+1"byunderstandinginputthatcontains"i+1".Extra-linguisticknowledgeincludesallofourknowledge,whichisthecontext.The"+1"representsnewknowledgeorlanguagestructuresthatwewanttoacquire.Atthesametime,heconsidersthatthepurelanguageinputisnotenoughandthelearnersneedcomprehensibleinput."ComprehensibleInput"isthenecessaryconditionforlanguageacquisition,forexample,theatmosphere.Themostimportantwaytoacquirelanguageistoobtaincomprehensiblelanguageinput.Whenenoughcomprehensibleinputisprovided,"i+1"ispresent.Thatistosay,ifteachersprovideenoughcomprehensibleinput,thenthestructuresthatacquirersarepreparingtolearnwillbepresent.AccordingtoKrashen,thisisabettermethodtodevelopgrammaticalaccuracyratherthandirectgrammarteaching.Ideallanguageinputhasthefollowingcharacteristics.First,itiscomprehensible;itmeanstounderstandthemeaningratherthantheforms.Second,ithassufficientinput.ThenumberofLanguageinputisthepreconditionmaterialandbasisoflanguageacquisition.Third,onlythosethingsthatlearnersdonotknowbutwanttoknowcanstimulatetheirinterestoflearning.Therefore,theinputmaterialsshouldbemeaningfulandinteresting.Fourth,learnersneedtobeserioustoacquirelanguage,becauselanguageacquisitionistogetalanguagenaturallyinanaturalenvironmentbylotsofcomprehensibleinput.Thus,comprehensiblelanguageinputisthekeypointoflanguageacquisition.Thebiggestdutyofteacheristoallowstudentstoacceptasmanycomprehensiblematerialsaspossible.
Krashen'sinputhypothesisisnotonlyaneffectivewaytoimprovethequalityofEnglishteachinginprimaryschoolsbutalsoachallengetoourtraditionalEnglishteaching.InordertoimprovethequalityofEnglishteaching,ourteachersshouldusethetheoryormodelofsecondlanguageacquisitiontoboosttheprocessofEnglishteaching,changetheteachingconcept,teachingmethodandprovidestudentswithalotofintegratinginputinlisteningandreading.Whenthestude
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- 关 键 词:
- 初中英语 课堂 提问 实例 研究
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