中文教师提问能力的培训2.pdfVIP

1 The Importance of CFL Teacher Training on Elicitation Techniques 2 中文教师提问能力的培训 靳洪剛 Hamilton College 提要：第二语言习得研究结果早已证实：师生互动能力的提高取决于 教师的提问能力；而教师提问能力的提高则需通过系统的提问培训及 大量的参与性练习来实现(Crookes and Chaudron, 2001; Long and Sato, 1984) 。为此，本文提出一种互动式教师提问培训模式，其过程包括三 个步骤或三个阶段：首先是建立理论框架，让教师了解提问研究对语 言教学的启示；第二是系统分析教学过程，让教师学会分辨不同的教 师提问形式，了解教师提问的功能和效应以及与互动的关系；最后是 利用教学演示、模拟及实际教学帮助教师在互动中练习不同的，有利 于师生互动的提问技巧，由此来提高教师引发及持续互动的能力，最 终帮助学生获得第二语言。 Abstract: Second language acquisition research has demonstrated that the effectiveness of classroom interaction is closely linked to the teacher ’s ability to use questions to elicit communication. Furthermore, a teacher ’s elicitation techniques can be improved through a systematic training pro- gram. The present article proposes a three-stage interactive program to train teachers to use questions effectively. The first stage involves understanding the types and functions of teachers questions; the second stage engages the teachers in identifying and analyzing different types and effects of teachers questions used in classroom teaching, and the last stage provides opportu- nities for CFL teachers to practice using different types of questions to ini- tiate and sustain classroom interaction through teaching demonstration, simulated teaching, and classroom teaching. 专业化的中文教学要求中文教师持续不断地接受专业培训。而这一培 训的重点之一是教学技巧(teaching techniques) 的训练，尤其是以互动为中心 的教学技巧。为此，讨论如何提高教师的互动教学技巧至关重要。本文主要 1 本文曾在 2003 CLTA 费城年会上发表过。在修改过程中，多次与梁新欣教授切磋，并得到两 位匿名编审的指导建议，谨致谢忱。 2 本文强调提问培训应在教学目标及内容均确立, 教学的重点定式、词汇及功能都有共 识的基础上的教师培训项目。其目的是通过有效提问来提高教学互动。 Journal of the Chinese Language Teach