论英语课堂提问艺术ArtofQuestioninginEnglishTeaching.docx
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论英语课堂提问艺术ArtofQuestioninginEnglishTeaching.docx
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论英语课堂提问艺术ArtofQuestioninginEnglishTeaching
论英语课堂提问艺术
ArtofQuestioninginEnglishTeaching
摘要语言是交流的工具英语教学不是一种输入或输出的方式也不是一种传递的方式学生必需能独自试探说出和写下所学的东西这确实是英语教学的有效特点提问是完全表现这种特点的重要方式之一为了完善这一特点的重要性教师们通过提问来启发和激发学生中学生老是被教师叫起来可是回答不上问题除学生自己的知识水平问题的难易程度之外教师提问的技术和质量也有专门大关系在传统意义上提问已经被看做教师说话的一部份和有效的课堂教学的核心部份提问是教师用来激发学生试探和让学生意识到他们的目标的大体手腕因此提问在外语学习进程中扮演一个重要的角色本文将第一介绍教师提问的概念特点类型然后介绍英语课堂互动中显现的一些问题英语课堂上教师提问应尊循的一些原那么最后介绍有效的英语提问技术
关键词英语教学教师提问提问技术
AbstractAlanguageisatoolofhumancommunicationEnglishteachingisreallynotawaytoinputoroutputitisnotawayoftransmissionStudentsmustpersonallythinkspeakandwritewhattheyaretaughtwhichisthepracticalfeatureofEnglishteachingQuestioningisoneofimportantmethodswhichembodythisfeaturecompletelyTeachersapplyaskingquestionstoenlightenandstimulatestudentsinordertoperfectthisvitalimportanceStudentswhoareinmiddleschoolsareaskedbutalwaysdonotgiveanswersExceptforlearnersownqualityanddegreeofdifficultyofquestionsitisconnectedwithteachersqualityofaskingquestionsTeachersquestioninghastraditionallybeenviewedasanimportantconstituentofteacherstalkandthecoreofeffectiveteachinginclassroomcontextquestioningisthebasicmeansusedbyteacherstochallengestudentstothinkandhelpstudentstorealizetheirdesiredgoalsthusplayakeyroleintheforeignlanguageacquisitionThispaperwillfirstintroducethedefinitionthefeaturesofteachersquestioningandtypesofteachersquestioningthenintroducetherulesforteachersputtingforwardquestionsitwillalsogivesomepracticalsuggestionsfocusingongoodquestionswait-timefeedbackandallocations
KeyWordsEnglishteachingteachersquestioningquestioningtechniques
Contents
1Introduction1
2BriefIntroductiontoQuestioning1
21TheDefinitionofQuestioning1
22TheFeaturesofClassroomQuestioning2
23TheTypesofQuestionsUsedinEnglishClasses2
comFactualQuestionsandReasoningQuestions2
comClosed-questionsandOpen-questions3
3TheProbleminClassroomInteractionandItsCauses3
31StudentsLackofCompetenceinCommunication3
32CausesforStudentsLackofCommunicativeCompetence4
4TheRulesofPuttingForwardQuestions4
41QuestioningOntheBasisofTeaching0utline4
42MakingtheQuestionsLeveledandVariable5
43PuttingForwardQuestionsClearlyandConcretely5
44MakingtheDegreeofDifficultyAppropriate6
5PositiveMeaningsofQuestioningStudentsEffectively6
51IncreasingandHoldingStudentsInterestinLearningEnglish6
52InspiringStudentsThinkinginEnglish7
53FindingoutStudentsOwnLearningDrawbacks7
54HelpingTeachersChecktheWayofStudentsUnderstandingandAnalyzingProblems7
55InspiringStudentsConsciousnessofParticipantinginTeachingActivities7
6EffectiveQuestioningTechniques8
61RaisingGoodQuestions8
62ProvidingProperWait-time9
7Conclusion11
Bibliography12
Acknowledgements13
1Introduction
QuestioninghasbeenconsideredasoneofthemostessentialandimportanttechniquesininstructionalprocesssincethetimeofSocratesFrom1970smanyaspectsofeffectiveteachinghavebeendocumentedandsuggestedasthebasisformodelsofeffectiveteachingThecommonlyidentifiedcharacteristicofeffectiveteachingistheteachersuseofquestioningAndthequantityofteachersquestioninghasbeenthefocusofmanystudiesTheearlystudiesshowedthatteachersaskedalotofquestionsbothincontentclassroomandlanguageclassroomThereareseveralreasonswhyquestionsaresocommonlyusedinteachingTheactofaskingquestionshelpsteacherskeepstudentsactivelyinvolvedinlessonswhileansweringquestionsstudentshavetheopportunitytoopenlyexpresstheirideasandthoughtsquestioningstudentsenablesotherstudentstoheardifferentexplanationsofthematerialbytheirpeersForeignlanguageresearchershavealsomadeagreatcontributionscholarsproposedthatquestionsplayedacrucialroleinlanguageacquisitiontheycanbeusedtoallowthelearnerstokeepparticipatinginthediscourseandevenmodifyitsothatthelanguagebecomesmorecomprehensibleandpersonallyrelevantBecauseoftheroleitisimportantforteacherstofindtheimportanceandconductresearchintothisphenomenonHoweveronlywithinthelastdecadeandahalfhaveextensiveresearchesbeendirectedtoquestionsandquestioningstrategiesTheinformationwhichhasbeengeneratedfromtheseresearchesindicatesthatteacherslargelyhavebeenaskingthewrongquestions
2BriefIntroductiontoQuestioning
21TheDefinitionofQuestioning
ThewordquestioncomesfromtheLatinverbqueererwhichmeanstoseekWordslikeacquirerequireinquirewhichincludethemeaningtogainsomethingfromtheothershavethesamerootwithquestionAquestionisasentencewhichisaddressedtolistenerorreaderandasksforanexpressionofopinionbeliefetcRichardsCassockandIyortsuunstatethatquestionsarestatementsforwhichreplyisexpectedBorichoncedefinedquestionasaverbaldeviceusedtosolicitresponsesfromothersFromtheeducationalperspectiveteachersquestionsarethosequestionsusedbyteacherstopromptstudentstothinkandrespondtothecontentofteachersmessagesSinceteachersquestionswillenablestudentstobringtheirownthoughtsandfeelingsintoexpressionthroughtheanswersteachersquestioningcanberegardedasaninteractiveprocesswhichaimstoinvolvestudentsinthelearningprocessandelicitthoughtfulresponses
OnethingisthatdeservespeoplesattentionisteachersquestioningisnotnecessarilytheinterrogativesInterrogativesentenceisasentencewhichisintheformofaquestionRichardsgaveanexample揇idyouopenthewindowrisbothaquestionandaninterrogativeButsentenceslikeCouldyoushutthewindowisaninterrogativenotaquestionthefunctionofthissentencemaybearequestforsomeonetoshutthewindowbutnotaquestionaboutwhetherornotthepersonisabletodosoInfactthisproblemisconcernedwiththerelationshipbetweenthelinguisticandillocutivethatistherelationshipbetweennon-interrogativeutterancesintheformofquestionsandinterrogativeutteranceswhicharenotinaformofquestions
22TheFeaturesofClassroomQuestioning
PertinentTheteachersshouldfollowandquestionthecomplexityofthecontentanddeterminedifferenttargetsWhilequestioningthecontentoftherudimentaryknowledgetheycanfacethestudentsofpoordegreebutfacemiddleandupperdegreestudentswhenthequestionsknowledgeisofdifficultpointForthisreasonteachersshoulddesignthedepthandscopewhenaskingquestionsNotonlyfaceallstudentsbutalsopayattentiontotheindividualcharactersisticinordertofullyreflectitspertinence
ExcitingAGermaneducationistoncesaidthattheartofteachingiswakingupandencouragementToencouragestudentstotakepartintheclassactivelynamelytomaketheatmosphererelaxedandexcitingteachersshouldapplyvariousmethodstoteachsuchasplayinggamessingingsongsorgivingaspeechandsoonOnthecontraryifteachersjustalwaystalkwithoutpassioninclassstudentsmustloseinterestdaybyday
23TheTypesofQuestionsUsedinEnglishClasses
ThetypesofquestionsthattheteachersaskaffectthekindofresponsesthatthestudentsproducestudiesofquestioninghaveproposedvariouscategoriesofquestionsInthissectionquestiontypesthatareimportanttotheanalysisoflanguageclassroomswillbeconsidered
comFactualQuestionsandReasoningQuestions
AcommonwayofclassifyingquestionsistolookatthequestionwordusedquestionsthatbeginwithwhatwhenwhoandwhereareconsideredasfactualquestionswhilethosethatbeginwithhowandwhyareclassifiedasreasoningquestionsbutthisisnotabsoluteInordertoseewhetherthisclassificationhelpstounderstandthenatureofquestionsandcomparethewhatquestionandthehowquestioninthefollowingtextyoucansaythatthefirstoneisafactualquestionandtheotherisareasoningquestion
TheteacherisdiscussingthetextentitledThePopulationSurprisewiththestudentsinclass
TWhatessentiallyaffectshumanpopulation
SModernityorhumanvalues
TheteacherisdiscussingthetextentitledFororAgainstSmokinginPublicPlaceswiththestudentsinclass
TWhyistheauthorforsmokinginthepublic
SBecausepublicplacesbelongtobothsmokersandnonsmokers
Open-questions
Lookatthefollowingtwoconversations
TheteacherischeckingthestudentsunderstandingofthetitleofthetextunderdiscussingScaredSmokelesswhichmeanstheauthorwasscaredbythetwoscaresonhisbodyandthereforegaveupsmokingforever
TMaryYesterdaywelearnedthetextentitledScaredSmokelessWhatdoesitmean
SSorryIdontunderstandit
TSitdownpleaseTomDoyouknow
Bahiathinksthescarsresultedfromthesurgeryoperationsthatscaredhimtostopsmoking
TGoodAreyouclearItwasthescarsthatscaredhimtogiveupsmokingsitdownplease
ItisMondayandthestudentsarealittletiredtheteacherwantstoaskthestudentsafewfreequestionstoenablethemtoconcentrateonthelesson
TIamcuriousaboutwhatdidyoudoattheweekendJeanwhatdidyoudoCanyoutellus
OnSaturdaymorningIdidsomewashingandintheafternoonIsleptinbedOnSundaymorningIwenttovisitseveralofmyclassmatesIcamebackatabout400
TOhnowonderthatyoulooksotired
TLilyhowaboutyou
SIwenttoPekingUniversitytovisitmybrotherwithmyparentsonSaturdayonSundayIjuststayedathomesurfingtheinternetanddoingmyhomework
Inthefirstexampletheteachersquestionhasonlyoneansweralthoughth
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