基于互動理論的高中英語新手教師和專家型教師課堂提問的比較研究
發(fā)布時間：2024-12-22 08:04
課堂提問作為課堂教學的主要組成部分,是教師傳授知識,師生進行互動的主要形式。近年來,許多研究者從不同角度對教師的課堂提問進行了研究,其中大部分是結合互動理論對教師課堂提問的各個環(huán)節(jié)進行研究,而忽視了與互動理論相結合的新手教師和專家型教師的課堂提問的比較研究。因此,本文在前人研究的基礎上,試圖基于互動理論來進一步研究高中英語新手教師和專家型教師在課堂提問中的異同。這對于英語教師,尤其是高中英語新手教師有一定的理論意義和參考價值,有助于他們改進課堂提問。筆者主要針對以下兩個研究問題進行研究:1.高中英語新手教師和專家型教師在課堂提問方面有什么異同?2.基于互動理論,什么導致了高中英語新手教師和專家型教師課堂提問的不同?本文以沈陽市某高中高二年級共四名新手教師和專家型教師為研究對象,進行了為期兩個月的研究,并進行了共八節(jié)錄課。研究工具為課堂觀察和訪談,最后,作者收集數據并進行分析。根據研究結果,筆者得出如下結論:1.在提問類型上,新手型英語教師的記憶型的問題較多,并且這些問題的認知水平都較低。2.在提問方式上,新手教師和專家型教師都喜歡集體回答的提問方式,新手教師更喜歡用點名回答作為提問方式。...
【文章頁數】：94 頁
【學位級別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Purpose of the Study
1.4 Overall Structure of the Thesis
Chapter2 Literature Review
2.1 Interaction Theory
2.1.1 Definitions of Interaction
2.1.2 Contents of Interaction Theory
2.1.3 Classifications of Interaction
2.1.4 Models of Interaction
2.2 Classroom Questioning
2.2.1 Definitions of Classroom Questioning
2.2.2 Types of Classroom Questioning
2.2.3 Strategies of Classroom Questioning
2.2.4 Ways of Classroom Questioning
2.2.5 Wait-time of Classroom Questioning
2.3 Relationship between Interaction Theory and Classroom Questioning
2.4 Previous Studies on Classroom Questioning
2.4.1 Previous Studies Abroad
2.4.2 Previous Studies at Home
Chapter3 Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Observation
3.3.2 Stimulated Recalled Interview
3.4 Data Collection
3.5 Data Analysis
Chapter4 Results and Discussions
4.1 Results
4.1.1 Results of the Observation
4.1.2 Results of the Stimulated Recalled Interview
4.2 Discussion
4.2.1 Similarities and Differences between Novice and Expert Teachers in Classroom Questioning
4.2.2 Causes of the Differences between Novice and Expert Teachers in thePerspective of Interaction Theory
Chapter5 Conclusion
5.1 Major Findings of the Research
5.2 Pedagogical Implications
5.3 Limitations of the Research
5.4 Suggestions for Further Research
References
Appendix A
Appendix B
本文編號：4019699
【文章頁數】：94 頁
【學位級別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Purpose of the Study
1.4 Overall Structure of the Thesis
Chapter2 Literature Review
2.1 Interaction Theory
2.1.1 Definitions of Interaction
2.1.2 Contents of Interaction Theory
2.1.3 Classifications of Interaction
2.1.4 Models of Interaction
2.2 Classroom Questioning
2.2.1 Definitions of Classroom Questioning
2.2.2 Types of Classroom Questioning
2.2.3 Strategies of Classroom Questioning
2.2.4 Ways of Classroom Questioning
2.2.5 Wait-time of Classroom Questioning
2.3 Relationship between Interaction Theory and Classroom Questioning
2.4 Previous Studies on Classroom Questioning
2.4.1 Previous Studies Abroad
2.4.2 Previous Studies at Home
Chapter3 Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Observation
3.3.2 Stimulated Recalled Interview
3.4 Data Collection
3.5 Data Analysis
Chapter4 Results and Discussions
4.1 Results
4.1.1 Results of the Observation
4.1.2 Results of the Stimulated Recalled Interview
4.2 Discussion
4.2.1 Similarities and Differences between Novice and Expert Teachers in Classroom Questioning
4.2.2 Causes of the Differences between Novice and Expert Teachers in thePerspective of Interaction Theory
Chapter5 Conclusion
5.1 Major Findings of the Research
5.2 Pedagogical Implications
5.3 Limitations of the Research
5.4 Suggestions for Further Research
References
Appendix A
Appendix B
本文編號：4019699
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