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1、 学校代码：10200研究生学号：10200200820819 分 类 号： G42 密级：无硕士学位论文An Investigation of the Situation of Teacher Questioning in Senior High School English Class高中英语课堂提问现状的调查研究作者：薛玲 指导教师：徐笑梅 副教授 学科专业：英语课程与教学论研究方向：课堂提问学位类型：学历硕士 东北师范大学学位评定委员会 2010年5月独创性声明本人郑重声明：所提交的学位论文是本人在导师指导下独立进行研究工作所取得的成果。据我所知，除了特别加以标注和致谢的地方外，论文中
2、不包含其他人已经发表或撰写过的研究成果。对本人的研究做出重要贡献的个人和集体，均已在文中作了明确的说明。本声明的法律结果由本人承担。学位论文作者签名： 日期：学位论文使用授权书本学位论文作者完全了解东北师范大学有关保留、使用学位论文的规定，即：东北师范大学有权保留并向国家有关部门或机构送交学位论文的复印件和电子版，允许论文被查阅和借阅。本人授权东北师范大学可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或其它复制手段保存、汇编本学位论文。（保密的学位论文在解密后适用本授权书）学位论文作者签名： 指导教师签名：日 期： 日期：学位论文作者毕业后去向：工作单位： 电话： 通
3、讯地址： 邮编： AbstractAs an important component of teacher talk and classroom interaction, classroom questioning plays a necessary role in senior high school English classroom teaching. Teacher questioning is not only the essential source of the students input but also the active factor of the students o
4、utput. Therefore, classroom questioning has been a hot issue home and abroad. However, the domestic researchers have not done the research about classroom questioning thoroughly, especially teacher questioning in senior high school English classroom teaching. So this thesis tries to make use of the
5、real corpus to investigate teacher questioning in senior high school English classroom teaching. Based on the Krashens Input Hypothesis and Longs Interaction Hypothesis, the thesis tries to find out the situation of teacher questioning in senior high school and the problems existing in teacher quest
6、ioning by the means of transcription and questionnaires. Finally some effective suggestions can come up and it is hoped that they can be helpful for our English teacher questioning. This study addresses the three questions. They are 1.What are teachers questioning features in English classroom teach
7、ing of senior high schools? 2. What are the problems existing in teacher questioning? 3. What kinds of questions can promote interaction between teacher and students?According to the collected data, some findings can be shown as follows. 1. Teachers dominate the classroom questioning. Students canno
8、t raise a question actively. 2. There are no suitable ratios among different kinds of questions. Referential questions are less than display questions. Low-level questions are more than high-level questions. Referential questions and high-level questions can promote the interaction between a teacher
9、 and students. 3. Teachers cannot give students enough wait-time. 4. Teachers cannot make full use of various questioning strategies. There is no balance among various questioning strategies. 5. Teachers cannot provide students with equal allocation of questions. They prefer asking the students who
10、raise their hands or sit in the front of the classroom.Because of these findings, some suggestions are provided. The suggestions are creating a harmonious and equal learning atmosphere, designing appropriate questions types, applying diverse questioning strategies and providing adequate wait time.Ke
11、y words: classroom questioning; situations; suggestions; senior high school English classroom teaching摘 要课堂提问作为教师课堂话语和课堂互动的一个重要组成部分，在高中英语课堂中起着举足轻重的作用。教师提问不仅是学生语言输入的重要来源，也是学生语言输出的促进因素。正因为如此，课堂提问已然是国内外学者进行课堂研究的重点。然而，国内对于高中课堂提问的研究不是很全面， 对于高中英语教师课堂提问现状的研究更是甚少。所以本文试图通过真实语料来研究中国高中英语教学课堂提问的现状。本文以互动假设和输入假设为
12、理论基石，以高中英语教师课堂提问为研究视角，通过课堂转写和调查问卷，运用定量分析的方法，旨在发现高中英语课堂提问的现状及存在的问题并提出相应的建议，希望能够对高中英语教师在提问技巧方面起到一定的借鉴作用。本文试图回答三个问题：1. 高中英语课堂提问的特点是什么？ 2. 高中英语课堂提问存在哪些问题？ 3. 哪种问题可以促进师生间的互动？ 根据收集的数据，本研究得出以下发现：1. 课堂是由教师控制的，课堂上没有学生主动提出提问；2. 提问中问题的类型不均衡。展示性问题出现的频率要高于参考性问题；低认知水平问题出现率要高于高认知水平问题并且参考性问题和高认知水平问题可以促进师生间的互动；3. 教师
13、提出问题后，没有给予学生足够的思考时间；4. 教师不能很恰当地运用合适的提问策略；5. 教师在提问学生时，不能给予每个学生公平的回答问题的机会，总是愿意提问举手或者坐在前排的同学。 为此，本文也提出了以下的建议：1. 创造公平和谐的学习氛围；2. 根据不同的学生选择适合他们水平的问题进行提问； 3. 应用不同的提问策略；4. 提供充足的侯答时间；5. 平均地给予每个同学回答问题的机会。关键词：课堂提问；现状；建议；高中英语课堂教学ContentsEnglish AbstractIChinese AbstractIIIContentsV1 Introduction11.1 Background
14、of the Study11.2 Purpose of the Study21.3 Research Questions32 Literature Review42.1 Understanding Teacher Questioning42.1.1 Definition of Teacher Questioning42.1.2 Classification of Classroom Questioning52.1.3 Functions of Teacher Questioning112.1.4 Questioning Strategies132.2 Theoretical Basis162.2.1 Krashens Input Hypothesis162.2.2 Swains Output Hypothesis182.2.3 Longs Interaction Hypothesis193 Methodology223.1 Objectives223.2 Subjects223.3 Instruments233.4 Data collection243.5
