【作者】 李海霞；

【导师】 曹军；

【作者基本信息】 山东师范大学 ， 学科教学（专业学位）， 2013， 硕士

【摘要】 自从班级授课制建立以来，作为课堂基本行为之一的课堂提问在教育领域一直备受关注。本论文是以英语课堂提问为研究点，在前人研究的基础上，试图探究优秀教师和新手教师在英语课堂提问方面的差异性。笔者主要从三个方面展开研究：提问前的准备，课堂提问过程和提问后的反思。本研究以两位教师和两个班级作为研究对象，这两位英语教师都来自山东省的一所普通高中。其中一名教师是拥有十年教学经验的老教师，而另外一名则是只拥有两年教学经验的新手教师。另外，前者曾经被授予特级教师称号，并赢得了学生们的一致好评；后者在教学方面表现一般。两个班级是平行班，在学生的学业水平，入学成绩和教学计划方面几乎一致。本论文采用的研究方法包括课堂观察法，问卷调查法和访谈法。在此基础上，研究过程共分为三个部分：第一部分是课堂观察过程，主要对这两位教师的三堂相同的阅读课，共计六堂课的课堂实况进行了观察和记录。第二部分是问卷调查过程，主要利用学生自习课的时间，把问卷分发给两位教师的两个班级。问卷本身包括与研究问题紧密相关的15个问题。第三部分是访谈过程，访谈问题的设计是建立在研究问题和目的的基础上的。通过以上的三个研究过程，本论文将研究结果以表格的形式呈现并进行进一步的分析。研究结果如下：在提问前准备方面，首先，优秀教师比新手教师更加熟悉教材内容；其次，前者对学生的熟悉和关注程度都比后者强。再次，在提问过程中，第一，就提问类型来说，优秀教师的参考性问题和展示性问题比例要比新手教师合理；第二，提问策略的运用方面，优秀教师运用了更多的探论和促发策略，而新手教师擅长使用重复和解释。第三，等待时间方面，优秀教师较新手教师等待时间稍长；第四，问题分配，尽管两位教师的问题分配都欠公平，但是优秀教师较新手教师要公平一些。第五，回答方式方面，结果显示，优秀教师能多鼓励学生自愿回答。而新手教师，运用更多的是点名和集体回答。最后，在教师反馈上，两位教师的积极性反馈均多于消极性反馈。不同的是，优秀教师更多使用话语性反馈，而新手教师则使用评价性反馈。在提问后的反思方面，优秀教师比新手教师花费更多的时间在提问后的反思上。本研究对于提高英语教师的课堂提问能力和水平有着重要的意义。笔者通过对比研究，为新手教师的课堂提问提出了几点教学方面的建议。第一，在问题的准备方面，新手教师应该在问题的设计方面更努力；第二，在问题类型上，新手教师应该把展示性问题和参考性问题结合使用；第三，在提问策略上，新手教师应该多使用探论和促发策略来实现提问的最优效果；第四，在等待时间方面，新手教师应该根据问题的难度适当延长等待时间；第五，在问题分配方面，新手教师应该尽可能的做到公平，以调动全体学生参与课堂活动的积极性和主动性；第六，在提问后的反馈方面，新手教师应该在保持积极性反馈的同时，增加话语性反馈，提升提问的效果和质量；最后，在教师提问的课后反思方面，新手教师应该培养自我反思意识并认识到反思对于教师专业发展具有的重要意义。本论文关于英语新手与优秀教师在课堂提问的对比研究，为新手教师课堂提问能力的提高和课堂教学质量的保证提供一点参考意见。希望新手教师可以从中受到启发，促进自己的专业发展。更多还原

【Abstract】 The focus of this study is in the area of English classroom questioning. As an essentialclassroom behavior, classroom questioning has been attracted great attention to in theeducational field since the establishment of classroom instructional system. The thesis istrying to find out the differences in classroom questioning between the novice Englishteachers and the expert English teachers. It mainly concentrates on the differences in threeaspects: the preparations for questioning, the questioning during the class and the teacher’sself-reflections of questioning after class. The present study takes two teachers and twoclasses they teach as the research subjects. Both the teachers come from an ordinary highschool in Shandong Province. One of them is an expert English teacher with almost ten years’teaching experience while the other is a novice teacher with two year’s teaching ages. Inaddition, the former has ever been honored the special-grade teacher and highly respected bystudents while the latter’s teaching performance is just ok. The two classes are parallel classesbecause they are almost the same in the aspects of the students’ present academic levels, theadmission scores and the teaching schedule for the two classes.The approaches adopted in this research include classroom observation, questionnaireand interview. With the three research methods, the research procedures are specificallydivided into three parts. The first part is the procedure of class observation. The present studytakes the same three reading classes of the two teachers for the classroom observations. Thesecond part is the procedure of questionnaire. During the self-study courses, the writer gaveout the questionnaires to students in the two teachers’ classes respectively. The questionnaireitself has15questions which are closely related to the research questions of the present study.The third part is the procedure of interview. The interview questions are well designed basedon the research questions of this comparative study. Through the above research procedures,the findings of this study are presented in the form of table with statistics as the evidences.Specifically, in the preparations for questioning, first, the expert teacher is more familiarwith the teaching materials than the novice teacher. Second, the former has a higher level ofknowing students. In the process of classroom questioning, six aspects are taken intoconsideration. The first one is questioning types. The expert teacher has a better balance between the referential and display questions than the novice teacher. The second one isquestioning strategies. The expert teacher uses more probing and prompting than the noviceteacher. As to the wait time, the research shows that the expert teacher has a longer wait timethan the novice teacher. The forth one is question distribution. Although both the two teachersare unable to distribute questions equally, yet the expert teacher is more equal than the noviceteacher in the question distribution. The fifth one is answering ways of classroom questioning.The results show that the expert teacher encourages the more volunteering answering than thenovice teacher. For the novice teacher, the proportion of nominating and chorus is higher thanthe expert teacher. The last one is teacher’s feedback of the classroom questioning. Both theteachers prefer positive feedbacks to negative ones. However, the number of discoursalfeedbacks from the expert teacher is larger than that from the novice teacher. In theself-reflection of classroom questioning, it is found out that the expert teacher spends moretime on reflections than the novice teacher.Such a study is of vital importance in improving English teacher’s practical questioningeffects. Through the comparative analysis of classroom questioning, this paper aims toprovide some constructive pedagogical suggestions for the novice English teachers.Specifically, first, the novice teacher should devote their energy and time to the design ofclassroom questions. Second, teachers should combine the referential questions with thedisplay questions well. Third, corresponding with the referential questions, novice teachersshould use more probing and prompting strategies to achieve the optimal teaching effects.Forth, novice teachers should lengthen the wait time properly according to the difficulty ofquestions. Fifth, novice teachers should try their best to reach the goal of equal questiondistribution. Sixth, in the questioning feedbacks, novice teachers should use more discoursalfeedbacks on students’ performances than the evaluative ones. Lastly, teachers shouldcultivate great awareness that the self-reflections are of vital importance for the teaching andindividual career development.This comparative study on the classroom questioning between the novice and expertEnglish teachers provides the above constructive suggestions for novice English teachers. It ishoped that novice teachers get some enlightenment from this thesis paper, which is also usefulfor the teachers’ career development.更多还原