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高中英语教师课堂提问策略及其支架功能探讨

日期:2023年11月21日 编辑:ad201107111759308692 作者:无忧论文网 点击次数:546
论文价格:300元/篇 论文编号:lw202311172044312785 论文字数:44525 所属栏目:英语论文
论文地区:中国 论文语种:English 论文用途:硕士毕业论文 Master Thesis

本文是一篇英语论文,通过文献阅读,笔者发现关于提问策略的研究多在于探究不同教学需求下英语教师应采用哪些有效性提问策略,但针对英语教师提问策略运用中的支架功能的研究较少。

Chapter One  Introduction

1.1 Research Background

语言学论文怎么写

In English teaching, teachers’ questioning, as an important way for organizing classroom activities and promoting teacher-student interaction, plays a crucial role in achieving teaching goals and improving classroom efficiency (Borich, 1992). The National English Curriculum Standards for General High Schools (2017 Edition Revised in 2020) clearly pointed out that teachers should be good at asking questions from understanding to application in organizing classroom activities, inspiring students to actively participate in classroom activities and encouraging students to reasonably express their personal opinions. At the same time, teachers should change the role of the classroom, from singer knowledge initiators to instructors, organizers, facilitators, helpers of students’ learning, so as to develop students’ autonomous learning abilities and make students truly become masters of learning. Therefore, teachers should not only make full use of the important role of teachers’ questioning in promoting students’ participation, but also use various questioning strategies to provide support for students’ development, which should also reflect the principal position of students. Furthermore, scholars Astrid et al. (2019) indicated that teachers work as classroom instructors, and teachers’ questioning have a responsibility to motivate students so that the learning process runs smoothly. As facilitators, teachers’ questioning help students make the learning process easier and more comfortable. As classroom organizers, teachers should use questioning strategies to further improve students’ abilities in the classroom. Therefore, in order to better utilize the positive effect of teachers’ questioning on teaching efficiency and students’ development, teachers need to adopt proper questioning strategies in the classroom. 

1.2 Purpose and Significance

The study has both theoretical and practical significance. On the one hand, the theoretical significance of this study lies in the fact that a number of scholars at home and abroad have conducted a large number of studies on teachers’ questioning strategies and the effectiveness of teachers’ questioning strategies, most of which have been conducted for university English classrooms. Therefore, this study aims to explore the use of teacher questioning strategies in high school English classrooms, so as to enrich the research on teachers’ questioning strategies in elementary education. In addition, this study further explores the scaffolding functions of teachers’ questioning strategies on students’ linguistic, cognitive and affective development in the English classroom, which further enriches the research on the integration of constructivist learning theory with English language teaching. Finally, this also provides some data support for English teachers’ effective use of questioning strategies. 

On the other hand, the practical significance of this study is to explore the questioning strategies that teachers are using and their scaffolding functions, so as to provide feasible suggestions for teachers to improve the effectiveness of using strategies and rationally use teachers’ questioning strategies. At the same time, it gives full play to the scaffolding functions for students’ linguistic, cognitive and effective development, which is also to prepare for the comprehensible input and output of students’ second language learning. Therefore, it is of great significance to analyze teachers’ questioning strategies and their scaffolding functions. 

Chapter Two Literature Review

2.1 Teachers’ Questioning Strategies

Teachers’ questioning is a bridge between teachers and students in classroom interaction, and effective teachers’ questioning is a powerful tool for guiding the linguistic and cognitive development of students (Gibbons, 2003). Questionin