初中英语阅读课中课堂消极沉默现象和教师课堂提问方式的相关性研究

发布时间：2024-02-03 08:35

　　21世纪初开始的高校大学英语课程改革更加强调培养学生的核心素养,要求改变以往那种外语教师单一“演说”的教学模式,走向合作研究的教学模式。在此背景下,如何提高学生在课堂教学中的参与度,有效提高教学质量,真正落实发展学生核心素养成为了当代的教育热点与诉求。课堂沉默作为教学过程中的一种非语言交际方式,按照其发挥作用不同,可划分为课堂积极沉默和课堂消极沉默。积极沉默是课堂上学生对于教师讲授的知识及提出的问题进行接收、分析和思考的重要组成部分。消极沉默指学生在课堂上总是处于被动地位,对教师的提问不闻不问,不愿意表达自己的想法或观点,使课堂气氛毫无生气,从而使教师难组织课堂活动。课堂提问作为课堂活动的重要组成部分,在学生学习和实践活动中都发挥着重要作用,然而在实际教学实践中,大多数教师的提问都具有随意性或脱离学生认知层面的倾向,影响了课堂活动的顺利进行。课堂消极沉默不仅会影响课堂教学的直接效果,甚至会影响学生核心素养的培养,是本文的主要研究内容。本文对课堂消极沉默现象以及教师课堂提问策略加以研究力争顺应英语课程改革的要求,强调了学生与老师的双向互动教学模式;同时,本文从教师提问的角度分析导致初中生...

【文章页数】：63 页

【学位级别】：硕士

【文章目录】：
Acknowledgments
Abstract
摘要
1.Introduction
    1.1 Background of the research
    1.2 Purpose and significance of the research
        1.2.1 Purpose of the research
        1.2.2 Theoretical significance of the research
        1.2.3 Practical significance of the research
    1.3 Layout of the dissertation
2.Literature Review
    2.1 Students' classroom passive reticence
        2.1.1 Definition of the reticence and classroom reticence
        2.1.2 Definition of the classroom passive reticence
        2.1.3 Forms of classroom passive reticence
    2.2 Teachers' classroom questioning
        2.2.1 Definition of teachers' questioning
        2.2.2 Different aspects of teachers' questioning
            2.2.2.1 Questioning types
            2.2.2.2 Answering object
            2.2.2.3 Waiting time after teachers' questioning
            2.2.2.4 Questioning skills
            2.2.2.5 Teachers' feedback after questioning
    2.3 Relationship between teachers' questioning and classroom passive reticence
    2.4 Constructivism learning theory
        2.4.1 Knowledge view
        2.4.2 Learning view
        2.4.3 Teaching view
3.Research Design
    3.1 Research questions
    3.2 Context and participants
    3.3 Research instruments
        3.3.1 Questionnaires
        3.3.2 Classroom recording
        3.3.3 Interview
    3.4 Data collection and analysis
4.Results and Discussion
    4.1 Current situation of the English classroom passive reticence
    4.2 Factors affecting classroom passive reticence
        4.2.1 Question type
        4.2.2 Answering object after questioning
        4.2.3 Waiting time after teachers' questioning
        4.2.4 Questioning skills after students' reticence
        4.2.5 Teachers' feedback after students' answers
5.Conclusions and Implications
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations
Bibliography
Appendix One
Appendix two



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