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中學英語課堂提問的策略研究
畢業(yè)論文
On the Question-raising Strategies in English Classroom in Middle Schools
Abstract
Questioning is one of the strategies used frequently by English teacher to organize classroom activities. Teachers’ classroom question can promote the communication between teachers and students and offer opportunities for students to use target language for communication. In the practical English teaching, teachers know the strategies how to raise questions properly, which has aroused more and more researchers and English teachers’ attention.
The thesis mainly focuses the study on question-raising strategies. At first, it bases on the relevant scholars’ theories about the definition of questions, the categorization of questions and question-raising strategies in English classroom, and analyzes the shortcomings in question-raising in present English classrooms, such as the type of questions is unitary; Teachers haven’t combined the difficulty of questions and English proficiency of student together; Wait-time is not sufficient; Less or ever none feedback to responders. Aiming at above problems, the thesis solves them from the aspects of presentations of questions; proper time to ask proper questions and questions designs according to responders in the part of teaching designs.
Key Words: English teaching; classroom questioning; question-raising strategies; question designs; categorization of questions
摘 要
提問是英語教師組織課堂活動最常用的策略之1。教師課堂提問能促進師生課堂互動,為學生提供機會用目的語進行交際。在英語教學實踐中,教師如何運用好課堂提問策略，已越來越引起研究者和廣大英語教師的關(guān)注。
本文主要圍繞提問策略進行研究。首先以相關(guān)學者研究的有關(guān)問題的定義,問題的分類和英語課堂提問的策略等理論為基礎(chǔ),分析當前教師課堂提問中存在的不足, 如問題種類單1, 教師不能將問題的難度和學生的英語水平結(jié)合起來, 候答時間不充足, 和很少,甚至沒有反饋。針對這些問題，本文在提問設(shè)計這部分中，從問題的呈現(xiàn)方式、根據(jù)不同教學階段設(shè)計不同類型的問題、根據(jù)不同學生設(shè)計不同問題這3個方面解決以上問題。
關(guān)鍵詞：英語教學、課堂提問、提問策略、提問設(shè)計、問題的分類
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