小学英语课堂教学中的提问策略,英语论文.docx

《小学英语课堂教学中的提问策略,英语论文.docx》由会员分享，可在线阅读，更多相关《小学英语课堂教学中的提问策略,英语论文.docx（35页珍藏版）》请在得力文库 - 分享文档赚钱的网站上搜索。

1、小学英语课堂教学中的提问策略,英语论文出色的物理学家爱因斯坦曾经讲过： 提出一个问题往往比解决一个问题更重要。 在现代的英语教学中，课堂提问更是被视为一门艺术，它是课堂教学的重要组成部分。课堂提问也是帮助老师提高教学质量的重要手段之一，它能够检查和检验老师教学效果和学生的学习状况。恰当的提问策略和提问内容能够帮助学生稳固所学内容和提高学习兴趣。然而在当今的小学英语课堂教学中却忽视了提问策略对于学生主动听，大胆讲的能力的训练及培养。本论文将针对小学学生，从提问目的的明确性、良好问题的设计、把握问题的技巧三方面来讨论英语课堂教学中的提问策略。通过教学实践的方式来揭示需要有计划性、针对性和启发性地来

2、提出问题，目的是能提高学生的学习积极性，激发学生的学习兴趣和学生主动介入的欲望，进而开展考虑、讨论，探究活动。这项研究对于帮助老师完成教学任务，到达教学目的，让学生真正体验到英语课堂教学的艺术有长远的意义。 本文关键词语：课堂教学；提问策略；小学；课堂艺术 Questioning Strategy of English Classroom Teaching in Primary Schools ABSTRACT The outstanding physical scientist Einstein once said that it was more significant to putfor

3、ward a question than to solve a question. In the present English teaching activities, classroomquestioning is more or less regarded as a field of art, and it s an indispensable part in classroomteaching. Classroom questioning is also an important way of helping teachers improve theirteaching qualiti

4、es, since it can testify the effects of teachers teaching and the conditions ofstudents study. Both proper questioning strategies and questioning contents can help studentsconsolidate what they ve learned and cultivate their interests in study. However, the presentprimary school English classroom te

5、aching usually ignores the practice of cultivating students active listening skills and fearless speaking skills by questioning strategies. This paper willdiscuss the questioning strategies of English classroom teaching in primary schools from thesethree aspects: the definitude of questioning purpos

6、e, the design of proper questions and the skillof mastering questions. These aspects of questioning strategies will be tested through theteaching practice to show it s necessary to raise questions with plans, targets and enlightenments,which aims at striving students to study actively, motivating th

7、eir interests and desires on study.This study has promising implications for helping teachers to accomplish their teaching tasks andmaking students experience the real art atmosphere of English classroom teaching. Key words: classroom teaching; questioning strategy; primary school; classroom art TAB

8、LE OF CONTENTS 摘 要 ABSTRACT Chapter One Introduction Chapter Two Question and Questioning 2.1 Question 2.1.1 Definition of question 2.1.2 Types of questions 2.2 Definition of questioning 2.3 Principles of Questioning 2.3.1 Subjectivity 2.3.2 Relaxing 2.3.3 Openness 2.3.4 Discrepancy 2.3.5 Rigorous 2

9、.4 Techniques of questioning 2.4.1 Prompt 2.4.2 Rephrasing 2.4.3 Supplementarity 2.4.4 Encouragement Chapter Three Designs of Questions 3.1 Direction 3.2 Evolutionarity 3.3 Exploration 3.4 Sublimation Chapter Four Questioning Strategies 4.1 Questioning strategies for classroom teaching 4.1.1 Pre-cla

10、ss 4.1.2 Revision 4.1.3 Presentation 4.1.4 Consolidation and practice 4.1.5 Summary 4.2 Questioning strategies for different purposes 4.2.1 To guide into a new lesson 4.2.2 To make a transition 4.2.3 To tackle difficulties 4.3 Tips for questioning strategies 4.3.1 Frequency of questioning 4.3.2 Wait

11、ing time for questioning 4.3.3 Correction for errors 4.3.4 Methods for feedback Chapter Five Conclusion REFERENCES Chapter One Introduction English classroom questioning is one major way of heuristic mode of teaching; it is also anecessary link of enlightening students thinking and improving classro

12、om-teaching qualities. Atpresent, classroom questioning is more or less regarded as a field of art, and it s an indispensablepart in classroom teaching. To English teaching of primary schools, questioning is important tomotivate students autonomic learning as well as arouse their interests. However,

13、 the presentEnglish teachers of primary school usually ignore the skills of questioning strategies, whichmakes the original spry classroom overshadow. Also, many researches show that the average rateof the effective questioning in an English class is only 54 %( Jeffson, 2018:83). Therefore, it isnec

14、essary for teachers to adopt proper questioning strategies to ensure the effectives both forcourse and students. In order to improve learning environment, and arouse interests of students,both the West and China pay great attention to teacher s classroom questioning strategies. In the early fifteent

15、h century, the famous Greek scholar Plutarch found that brain is not justa container which needs to be filled; however, it is a handful of torch which needs to be lit up(1468: 43-45). And yet, the effective questioning strategy is the single spark, which can lit up thetorch. The world-wide famous ph

16、ysical scientist Einstein once found that it was more ofsignificance to put forward a question than to solve a question (1940: 22). In the late twentiethcentury, Belarck conducted a great research, which shows that the core of classroom teaching isteacher s questioning (1979: 66). During this period

17、 of time, Samson and Strykowski (1982: 125-134), two American philosophers, also obtained the similar results in studies. In China, QianXueseng and other educationists(2000: 65-67) found that there were countless inventions, but thestarting point of all those inventions was a question. Therefore, th

18、is paper attempts to discuss the questioning strategies of English classroomteaching in primary schools. First, this paper introduces questions and question designs, whichincludes the classifications of questions, the principles of questioning and some matters ofquestion designs. Then, based on the

19、foundation of the previous chapter, the whole papersuccessively discusses English classroom questioning strategy of primary schools, includingquestioning before class, during class and after class. It also sets a number of examples to showthat only by raising questions with plans, targets and enligh

20、tenments can help teachers toaccomplish their teaching tasks and make students experience the real art atmosphere of Englishclassroom teaching. Chapter Two Question and Questioning 2.1 Question 2.1.1 Definition of question Question is a way of improving understanding (1938:43). Refers to Einstein (1

21、942:34),question is a kind of instruction to help people acquire knowledge. Literally, questions refer to a sentence, phrase or word that asks for information. But, in thispaper, question refers to a kind of tool to arouse students interest, help teachers teach and makesure whether their students ha

22、ve understood the contents of classroom teaching thoroughly or not. 2.1.2 Types of questions There are four basic types of questions in the classroom teaching: discriminant questions;descriptive questions; exploratory questions; divergent questions. (Penny, 2005: 92-95). First, discriminant question

23、s. This kind of questions is mainly used to make judgements onthings. Its representative words are: Is it right? Is it true? Can you? Will you? andso on. Second, descriptive questions. This kind of questions is mainly used to state or explainobjective things. Its representative words are: What is it

24、? How is it? How does it looklike? and so on. Third, exploratory questions. This kind of questions is mainly used to illuminate genesicreasons, regular patterns of things and their internal relations. Its representative words are: Why? What can you discover from it? What do you think of it? Can you

25、say somethingabout it? Do you agree with the author? Why? and so on. Then, divergent questions. This kind of questions is mainly used to make students becognizant of objective things from different angles, aspects and fields. Its representative wordsare: what did you learn from it? Say something abo

26、ut your own understanding or opinions. Can you share your opinion with us? Can you add something in detail? and so on. 2.2 Definition of questioning Questioning is a universally used activation technique in teaching, mainly within theInitiation-Response-Feedback pattern; Initiation-Response-Feedback

27、 means that teacher initiatesan exchange, usually in the form of a question, one of the students answers, the teacher givesfeedback (assessment, correction, comment), initiates the next question and so on ( Sinclair andCoulthard, 1975:227-228). In this paper, questioning refers to an excellent aid t

28、hat can serve a lesson well, and thesuccess of students in answering the question is more often determined by the teacher squestioning strategies. 2.3 Principles of Questioning Following are the five main principles of questioning used in the English classroomteaching of primary schools. 2.3.1 Subje

29、ctivity The main part of classroom teaching is students, and teachers are in a dominate position. Therefore, when teachers ask questions, they must fully stimulate students enthusiasm, initiativeand participation to answer questions. Teachers cannot always ask the few excellent students toanswer que

30、stions. When questioning, teachers need to pay attention to enlighten and encouragestudents to find answers independently, rather than tell answers to students. For example, when teachers asking questions, they should ask the question to the wholeclass. It means that teachers should say Class, does

31、my question make sense to all of you? Can anyone make a try? Who can have a try? and so on. In this part, teachers should avoidasking questions to the fixed students. 2.3.2 Relaxing Different students have different psychological qualities and characteristics. Some of themare extroverted, who is wil

32、ling to project himself/herself, on the contrary, some of them areinturned, who is afraid to make mistakes. Thus, in order to make all the students take active partin the classroom teaching, teachers should maintain a relaxing environment and createdemocratic atmosphere. Only in this way can reduce

33、students mental pressure and let them speakout freely. That means teachers should encourage students to ask questions, and when students makemistakes, teachers should tell them that s OK, please go on to let students not be afraid ofmaking mistakes. 2.3.3 Openness Classroom questioning should encour

34、age every student to set forth his own view. Thecorrect answers can be one or more. Different views should be encouraged especially, thenteacher can arrange the students (those who have different views) to have a debate. Studentsshould be praised if only they can make their own story sound plausible

35、 . For example, the answers to the teacher s questions should not have only one answer. Thequestion itself should be open, arousing students awareness. 2.3.4 Discrepancy Students in the same class have a wide difference on knowledge and ability level (Deng,2008: 99). Therefore, when teachers raise q

36、uestions, they should modify their ways of teachingto suit the special requirements of their own students. That means teachers should design different questions to different students because of theirdifferent ability levels. 2.3.5 Rigorous Here the rigorous principle refers to the rigorous principle

37、 of logic of language. First, itmeans that questioning language should be unambiguous so that students can understand thequestion. Second, it means that language should be luminous so that students will be stimulatedto think about the question actively. Third, the logic should be rigorous, in other

38、words, it canstand close scrutiny. 2.4 Techniques of questioning When students have troubles in answering the questions teacher raised, teacher should helpand instruct them to find the correct answers. Then they can use the following techniques forquestioning strategies. 2.4.1 Prompt Sometimes stude

39、nts couldn t be able to answer the questions, so teacher can give furtherprompting messages to help them find a complete answer. When students fail to answer anyquestion, ask them the following: Is the question clear to you? Do you want me to rephrase the question? Which part of the question did you

40、 not understand? Is the question too difficult to you? 2.4.2 Rephrasing If students fail to understand teacher s questions, the proper strategy for teachers isrephrasing. Teachers couldn t blame students for misunderstanding questions. Sometimes, thereasons for students failing to answer the questio

41、ns are because they don t understand thequestions completely. Thus, teachers can rephrase their questions in various forms. For example,when teachers say Can you elaborate your answers? If students have no response, teachershould change his/her question immediately such as Can you say something abou

42、t it? . 2.4.3 Supplementarity In the class, teachers always use questioning to check students comprehension of thislesson, and we call this kind of questions inspective question . Inspective questions are alwaysused to check whether students understand the words, phrases and sentence or not, so thea

43、nswers don t need to be long in length (Li Ping, 2003: 48-49). And, there is another kind of questions, which requires students answer as much as possible. When teachers want students say more about answers, they can try to questioningextensively so that students can have more thinking. For example,

44、 teachers can ask What doyou usually do in the evening? instead of Do you usually do your homework in the evening? 2.4.4 Encouragement Students are always unwilling to answer questions when they are not sure about theiranswers; this is because they lack the self-confidence of solving problems. At th

45、at time, the besteffective medicine is teacher s encouragement. Teacher can encourage them to predict answersby guessing or assumpting fearlessly. To encourage students to open their mouths, teachers could say Can you have a try? : Don t be shy, have a try and so on. Chapter Three Designs of Questio

46、ns When designing questions of English classroom teaching, there are four main guidelineslike direction, evolutionarity, exploration and sublimation for teachers to follow. In this part, thefour main guidelines will be introduced in detail. 3.1 Direction The questions, which a teacher designs to aro

47、use in the classroom teaching, must be keptclosely to the Instructional Objectives, and it means making the instructional objectives asquestions (Tao Xingzhi, 1935: 183). Thus, here, the direction refers to that questions teachersdesigned should be based on the instructional objectives. Questions de

48、signed for the Englishclassroom teaching must be guided by the instructional objectives; moreover, teachers also needto sink deep into the English teaching materials of primary school, which will help teachers usethe teaching materials creatively and flexibly. Designs of questions is an important an

49、d necessarypart for teachers to prepare lessons, when teachers are preparing lessons, they not only need toprepare for the teaching materials but also need to prepare for the students. In this respect,teachers should be familiar with students interests and doubtful points. Only in this way cansuccessfully mak