基于人本主義理論的中學英語課堂提問策略研究_英語教學論文
文檔分類: 教學論文 文檔上傳會員:ek20ms 上傳時間:2018-01-03
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摘要

在第二語言課堂中, 教學的成功以及學生所獲的豐欠在很大程度上都取決于教師課堂提問的水平以及有效性。鑒于課堂提問在課堂教學中有如此重要的地位,本文對中學英語課堂提問的現狀進行了問卷調查,并對調查進行分析,初步獲知中學英語課堂提問中存在的問題。問題主要表現在以下幾方面:教師課堂提問內容局限于課文,教師的提問無法滿足學生的真正需求,等待時間的不合理以及相當一部分教師對學生提問的不重視等。為了解決這些問題,本研究以人本主義學習理論中的“有意義學習觀”和“以學生為中心”的教學觀為理論指導,從提問前、提問中、提問后三方面對中學英語課堂提問策略進行了幾點探索:提問前,教師的問題設計要考慮到學生真正需求;提問中,教師要給出合理的等待時間并鼓勵學生積極思考與提問;提問后,教師應給出恰如其分的反饋。

關鍵詞:中學英語課堂,人本主義,有意義學習觀,學生中心教學觀,提問策略

Abstract

In EFL classes, both the effect of teaching and students’ performance are dependent on the level and effectiveness of teachers’ questioning in class. Since the classroom questioning plays such a vital role in classroom instruction, this paper begins with a survey on the current situation of questioning in English class. By analyzing the data, we find the problems of questioning are mainly represented in the following aspects:(1) teachers’ questions are text-bound;(2) teachers’ questions are irrelevant to students’ need;(3) the insufficient waiting time;(4) the lower-information-content feedback;(5) teachers’ ignorance of students’ questions in class. Therefore, this paper, based on the “significant learning” concept and “student-centered teaching” concept in humanism learning theory, makes some explorations on three aspects, pre-questioning, while-questioning and post-questioning. Before asking questions, teachers should prepare to raise questions which students really need; while asking questions, teachers should give students reasonable responding time and encourage them to think and ask questions actively; after asking questions, teachers should give students a meaningful feedback.

Key words: the middle school English class, questioning strategies, humanism learning theory, significant learning, student-centered teaching

1 Introduction
Postman (1979:140) once proposed, “All our knowledge results from questions”. At every stage in our education, questioning is the core element around which all communication between teacher and students takes place. Although the modern education technology is growing rapidly, the classroom questioning still serves as an essential tool of teaching and lies at the very heart of developing critical students’ thinking abilities. And in fact, one research has shown that questioning in EFL class has a higher frequency and a larger number of students than other courses (Lou Xiaojie & Mou Jingjiang, 2002). Because of that, new Criteria for English Courses for General Middle School sets high requirements for the classroom questioning. However, at present, educators have an insufficient cognition and researches on the classroom questioning, which cause many urgent problems in using questioning in EFL class.
 

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