高中优秀英语教师课堂提问的个案研究-课程与教学论专业论文.docxVIP

i ii ii Abstract Teacher talk is very important in foreign language teaching, not only a means of teaching, but only the content of teaching. Questioning, part of teacher talk, is one of the most frequently adopted teaching strategies( Freiberg Driscoll,1996). For years, teachers’ questioning has attracted considerable attention from researchers on linguistics teaching in foreign countries. However, Studies on teachers’ questioning have not emerged until in the late 1990s in China, which are involved with the following aspects, such as question type, wait-time after questioning, distribution of questions and feedbacks. And the researches were carried out mainly in universities. With comparison, studies on excellent teachers’ questioning in middle schools were less. So the present study mainly focuses on the excellent teachers’ classroom questioning in a high school. On the basis of the Input Hypothesis, Interaction Hypothesis and Output Hypothesis, by classroom observation and questionnaires, the present study is made to find out the general classroom questioning features of the excellent English teachers in the first senior high school in Jin Tai county and to make an analysis for the underlying causes of the characteristics . The subjects of the classroom videos observation are three excellent English teachers in the first senior high school in Jin Tai county. Three classes ( each class for 45 minutes) are observed and the part of questioning of each subject is transcribed . Subsequently, the data is classified and analyzed from the following five aspects : types of questioning, strategies of questioning, question distribution, wait-time and teachers’ feedbacks. As supplements, questionnaires are investigated in the three classes of 213 students on the basis of the five aspects above . The results show that the teachers ask more display questions than referential questions in class; six types of questioning strategies have been employed in the three classes, whi