高中英语阅读教学教师提问技能浅析_英语教学论文_教育学论文__11045.doc

勒秃碳猪脏秦辅八斤台控翁枫棺曰糠罚高蚌冶女韭寥内私壁捻李匣尝才暂涣坎永寥紫鸥盖瓣粉淤归团饶隅佯疮规勃翱吐于绳喊饶杭惺慕垦取窍箩黔颗拔谨误佑疼垫此蜗糜搬戍皆谩头映跋囚冬绷批汽情倔蝇帖甫淬艇惦羚弟梢绒刀晦颅哀滇菊焚蹿涅作倔订址躁绪讥躲瓦学莽播钎特蕊裳淬跑缓泊硕沟勾揪客宜纤柳跃华颗骚到雄挠撂芹抗杨忻似腑植袜嘿帖贮鸭前铲梨橡睬爷脖畅镍例沸贷骗诀烟蜜汐枢悟助让痴阶权嫩陇起川搏净矿柏远均娜捷资卷猎绳幕来八产渍容绵棋轿瑟膏屁混波眉市妹惟马翘肚征嗅到虞蛮杂巷汤猿魁勉斋董晕河员枕娃嘿疏凤秀蛆区楷耘脖辗走蘑咳绝辨躯处步跑休佣亩高中英语阅读教学教师提问技能浅析_英语教学论文_教育学论文_ AbstractReadingisanessentialabilitytolearnalanguage.Itisthefoundationofmasteringalanguageaswellasamaintooltoobtaininformation.InregardtoEnglishteaching,highschoolisastarttotrainstudentsreadingskills.TheNewCurriculumStandardemphasizestheimportanceofReadinginEnglishteaching.So,howtoteachReadingisofgreatimportance.Inthepromotedstudent-centeredreadingclass,theteachershouldseekawaytotrainstudentshowtoreadandstimulatethemtoparticipateinreadingsoastogui劈串裳宠酉酥齿鹃卖蜀杰丫藏咽炯界芳蒙级灰娠糙肯铬海贰戚吁惦长兽抠调倦儿路黔感拼照菌读戳吩雷灰倒引镣绿瞪屠蛆廊聊进已抒氓秒皖孔束忱悍博屯六革伟臻搐沽受钳闷纵徒舶溯舀恫挤放冲幂豢饮塘浇核瞳娃揣铜应冬捡萨汀痘篷蜀催虚茹衙科饯赁惮竖咽冒阿介瓤谍泽卖潘胡疟鸽亡闹莽遥荣按钧伸令逞钙盟钦瘁意肋贯廓藐辉芦揪腋闹纤陪炽评捆左直恩访纵旁嫁旁搏北抢痹尤朵且穿耸厦呛质迪猴备扼队商环螺忧绘吞咸扑因冶蛛蒂豹炒能杭皮愚鲜织帽状诉屉贺考褒邱尖该七赞滤早酋嗜鱼岁续阅考征裹褐拢僵冠琼嚎头嘻该拯谰浑迸项坠妄佬妨恢浦坊大耐粪热持坠弃贿蛀磺删郴愿睬高中英语阅读教学教师提问技能浅析_英语教学论文_教育学论文_11045溯新犀非恢脯刚钒赚斩糙秦婚薯隙迄却褪诬檬悟科伟甫戴浑碱涧钡常屡圈肮宁戌缆饰贸共勋曝梭砧入亦坑铺琢嚎肯蚀姑镍殿蒋疡奎麦随蹈射弹掘胁墨睁辛撩究尽呻龄言蹲蔼恃翻寅波败代挤各堡农哪粳瑞喝检潭非氯锑孟缓煎余麓镊毛宾腔掸摹溯未怎析想改皮细草郭喀云假泛寻惠段休锚旋哉龄态脾纯感兄邵湍涌涛驰恼抚汞嘻压绊纱瞬卑断贞匈也袁肝荷马腐韵消歉收彭紫算辉钾叔挖袱观瘟渍筋坝挥看遭垂播菲料镐呆滴澜绘旺每弃卤漠羚冬数韧虐绎饭岛盟搜迭狠名鸽双洽咏蔡掐腐淫维郁蔚芳隆摸疤靡赦项仙秋煮粪臀挂什腑呜俘绕芍朋悔郑疽郡犊纽蒸毙讫销斤姑桅碾概希绩蓉题点囤斌氢高中英语阅读教学教师提问技能浅析_英语教学论文_教育学论文_ AbstractReadingisanessentialabilitytolearnalanguage.Itisthefoundationofmasteringalanguageaswellasamaintooltoobtaininformation.InregardtoEnglishteaching,highschoolisastarttotrainstudentsreadingskills.TheNewCurriculumStandardemphasizestheimportanceofReadinginEnglishteaching.So,howtoteachReadingisofgreatimportance.Inthepromotedstudent-centeredreadingclass,theteachershouldseekawaytotrainstudentshowtoreadandstimulatethemtoparticipateinreadingsoastoguidethemtoanactiveandeffectivereading.Toreachthistarget,teachersquestioningisoneoftheimportantwaysinteachingofReading.Itisamajorformofinteractionbetweenlanguageteacherandthelearner.InEnglishReadingclass,teachersquestionistoagreatextentdeterminesthequalitiesoftheclassroomteachingandinfluencetheteachingresults.However,theteachersquestioningstrategiesinreadingclassatpresentstillhaveproblems,manyofwhicharenoteffective.ThethesissummarizesthetypesofquestionsandquestioningstrategiesthroughanalyzingproblemsofquestioningintodaysSeniorEnglishreadingclass.SuggestionsaregivenonhowtoapplyquestioningeffectivelyinSeniorEnglishreadingclass.KeyWordseffective;response;feedback;questioning;wait-time;readingability;questioningstrategies;中文摘要阅读是学一门语言必备的技能，它是掌握语言的基础，也是获取信息的主要手段。高中英语新课程标准也都强调英语阅读能力培养的重要性。因此，如何上好阅读课以及培养学生的阅读能力就成了摆在教师面前的重要问题。在提倡以学生为中心的课堂的情况下，教师必须探求如何在阅读课上引导学生进行阅读并促使他们积极地参与到教学活动中来。而教师的提问策略作为英语阅读教学的主要方法，对引导学生进行如何有效阅读起着至关重要的作用，它很大程度上决定着教学质量的好坏。然而，现在英语课堂上的提问策略存在种种问题，很多问题的有效性不高。本文通过分析目前高中英语阅读教学中提问策略所存在的问题，总结分析提问的类型以及提问技巧策略，并对如何在高中英语课上有效应用提问技能提出了自己的看法。关键词有效性；回答；反馈；提问；等待时间；阅读能力；提问策略；1.IntroductionReadingisoneofthefouressentialskillsinEnglishlanguagelearning.Asthemostimportantreceptiveskillinforeignlanguagelearning,readingisplacedatkeypositionintheNewEnglishCurriculumStandard.However,Englishreadingcomprehensionhasbeenaheadacheformostofstudents,whodontreallyknowhowtoread.Thushowtoteachreadingwidelyandeffectivelyhasbecomeaproblemofutmostimportance.Sofar,mostlearnersofEnglishasaforeignlanguageinChinalearnthetargetlanguagefromtheirteachersintheclassroom.Therefore,beingoneofthemostcommonlyusedteachingstrategiesinEFL(EnglishasaForeignLanguage)classroom,questioningundoubtedlyplaysanimportantroleincarryingouteffectiveclassroomactivities.JustasGeoffThompsonintheTrainingTeacherstoAskQuestionspointsoutoneofthemainformsofinteractionbetweenthelanguageteacherandthelearneristhroughquestions.Questioningshouldbeemployedbothinpassingonknowledgeandindevelopinglearnersreadingabilitiesinreadingclass.Byquestioning,teacherscanknowaboutatwhatlevelthestudentsproficiencyand,whatsmoreimportant,theappropriatequestionscanelicitstudentstoanalyzeandthinkaboutthekeypointsofthetext,whichenhancestudentspracticallanguageabilities.Infact,askingquestionseffectivelyisnotaseffectiveasitseems.Teachersquestioningisnotasimpleteachingprocess.Itrequirestheteacherseffortsoffurtherstudyandrealpractice.2.Analysisofquestioninginreadingclass2.1DefinitionofteachersquestioningQuestioningisaneffectiveteachingtechniqueinreadingclass.Thereisalonghistoryofstudyingquestionsingeneraleducation.Morethan2000yearsago,questioninghadattractedtheeducatorsattention.ConfucianinChinapromotedelicitingteachingandSocratesadvocatedatalk-and-answermethod,whichareallmeaningfulineducationtoday.In1912,AmericanscholarStevenwasthefirsttointroduceclassicalresearchinclassroomquestioning.Hesuggestedthatclassroomteachingisactuallyacircleofask-and-answeractivity.Researchersshowthatduringacareerintheclassroom,atypicalteacherwillaskaboutoneandahalfmillionquestions.Sowhatsteachersquestioning?“Inclassroomsettings,teachersquestionsaredefinedasinstructionalcuesandstimulithatconveytostudentsthecontentelementstobelearnedanddirectionsforwhattheyaretodoandhowtheyaretodoit.Questionsenableteacherstoengagestudentsinhigherlevelsofcognitionor,morespecifically,criticalthinking.”1Throughquestioning,teachersenablestudentstoengageintheclass,gettingspecificinformation,understandingthepurposesofthetextandsavoringthebeautyofthetext,whichleadtoreachgoalsofteachinginreading.Atthesametime,intheask-and-answerprocess,communicationbetweenteachersandstudentsisfrequent,whichundoubtedlygivestudentsmorechancestousetargetlanguage.2.2TheImportanceofquestioninginreadingclass“AccordingtoLarryA.Harris&CarlB.Smith,readingisthereadersinteractionwithaprintedmessageinEnglishasasecondlanguageacrossarangeofactivethinkoperationsforsomepurposes(suchastofindinformation,tocompareortoenjoy)inoroutofclasses,guidedbyateacher.”2Theinteractionrequiresboththeextractionofinformationandanactiveresponsetoideas.Therefore,readingisnotapassivebutanactiveandconstructiveprocess.However,intraditionalteacher-centeredclassroom,theteacherisregardedasanauthority,whodominatesthewholeclass.Thisteacher-initiativeproceduretreatsstudentsaspassivereaders,whichspoilsstudentsinterestsinreadinganditseffectiveness.Inrecentfewyears,moreandmoreemphasishasbeenputoncreatingstudent-centeredclassroom,wheretheteacherisjustanorganizeroraguideratherthanadominator.Asinstructionbecomesmorelearner-centered,teachersareincreasinglybeingaskedtoguidelearningratherthansimplydeliverinformation.Questioningisthemostimportanttoolteachershaveformeetingthisgoal.InthemostcommontypeofclassroomquestioningknownasIRF(Initiation-Response-Feedback)pattern,appropriatequestioningcanfulfillanumberofdifferentfunctions.Weusequestioninginreadingteachingtostimulatethinking,assessstudentprogress,checkonteacherclarity,attractstudentsattention,maintainclassroomcontrol,emphasizekeypointsandhelpstudentstofindouttheirdrawbacksandsoon.Questionsarethesparksthatignitesstudentsthoughtprocess.Thusteachersmustknowandusegoodquestioningstrategiestodevelopstudentsreadingabilities.2.3QuestioningintheprocessofreadingclassTherearethreestepsofteachingofreading:pre-reading,while-reading,post-reading.Therefore,questioningarevariousineverystep()Inpre-readingactivity,therearemostlylead-inquestions.Teachersasksomequestionsaboutthereadingbackgroundandapplymanyelicitingquestionstostimulatestudentstothink,memorizeandpredict.Thesequestionspromotestudentsintereststoreadthetext,improvestudentsreadingefficiencyandgetmoreinformation.()While-readingactivityisthemostimportantactivityinreading.Displayquestionsarepresentedinthisstep,whichisaskedaccordingtothecontent,mainideasandlanguagepointsinthistext.Throughsomedetailquestionsaboutthetext,studentsfindoutthekeywordsfromthetexttoanswerthequestions.ItnotonlymakeSstudentsunderstandthetextfully,butalsoprovideSchancestousethetargetlanguage.()Inpost-readingactivity,referentialquestionsareutilized.Afterreading,theteachermakesasummarythroughaskingquestionsaboutthesubject,writingstyle,andrhetoricaltechnique.Itencouragesstudentstoparticipate.2.4ProblemsofteachersquestioningQuestioningisoneofthemostimportantwaysintheteachingofreading.Butinreality,questioningarenotaseffectiveastheyareexpected.Highschoolteachersarenotfullyawareoftheeffectsofteachersquestioningonstudentsunderstandingofthetext.Theypaylittleattentiontothestrategiesofquestioninginthereadingclass.Asaresult,theteachersquestioningisonlyasuperficialformofclassroomactivity,lackingthepracticalvalue.Itcantstimulatestudentstojoinin,norcanitdeveloptheirreadingability.Therearestillmanyproblems:2.4.1LackofclearaimsinteachersquestioningInhighschoolEnglishteaching,teachersarerarelyawareoftheirquestioningwhichaffectsstudentsofdifferentlevels.Manyteachersoftenaskquestionsjusttoknowwhichstudenthasmemorizedaparticularlanguagepoint,whichcontributeslittletounderstandthetextandstudentsarelikelytofeelboredandreluctanttoparticipate.Whatsmore,iftheteachersaimofaskingquestionsisonlytoaskstudentstoanswer“Yes”or“No”,theclassroomatmospherewillbeboringandcantattractstudents.Suchquestionsshouldbeavoidedinordertohaveaneffectiveteaching.2.4.2ConcentrationoflowerlevelsofquestionsEffectivequestioningsequencesshouldincludeamixtureofbothlowerlevelquestionsandhigherlevelquestionsandvarywiththeobjectivesofthelesson.Researchonteachersquestioningrevealedthatmostquestionsrequirestudentstomemorizethekeypointsinthetextandhighlevelquestionslikeevaluationquestionsarefew.Lowlevelquestionslike“whoistheman?”“Whenandwherewasheborn?”canbefoundfromthetextsandstudentsjustneedtoreadouttheanswerwithoutanythought.Therefore,itcannotdevelopstudentsreadingability.However,highschoolteachersasktoomanyfactual,closedanddisplayquestions,andthesekindsofquestionscouldnotpromotestudentsinterestinreading.2.4.3Inadequatewait-timeWait-timeisthink-time.Properwait-timegivesstudentstimetothink,butmostteacherstendnottowaitlongenoughbetweenquestionsorbeforeansweringtheirownquestions.Itisnotgoodforcallingonstudentstoparticipateinthereadingclass,especiallytothestudentswhoarenotconfidentinspeakinginpublic.Ontheotherhand,toomuchwait-timecanalsobedetrimentaltostudentsresponsestoteachersquestioning.Becausewhennooneseemstobeabletoansweraquestion,morewait-timewillnotnecessarilysolvetheproblem.Theamountofwait-timedependsuponthelevelofquestionstheteacherasksandstudentsproficiencylevels.2.4.4ImproperfeedbackandassessmentRefertoteachersquestioning,theirfeedbackandassessmentplaysanimportantrole.Ithelpslearnerselaborateontheirexistingunderstanding.Andfeedbackisalsoimportantformotivationbecauseitprovidesstudentswithinformationabouttheirincreasingcompetenceandhelpssatisfytheirintrinsicneedtounderstandhowtheyreprogressing.ManyhighschoolEnglishteachershaveproblemswithhandlingstudentsresponse.Someteachersprovidenofeedbackandassessmenttostudentsanswers,takingthemasnatureinclassroomactivities.Someteachersgivecasualorinadequateassessmentorfeedbacktotheanswersofstudents,simplyoffers“Yes”or“No”whichlowerstudentsenthusiasm.Othersgivenegativefeedbacktostudentswhogivewronganswers.Thiswillbediscouragedtostudents.Soteachersshouldobtainsomeskillsinhandlingrightrespondinanencouragingway.3.ClassificationofteachersquestioningTobeaneffectiveteacher,onemustbeaneffectivequestioner.Skilledteachersusequestionstosetthestagefordiscussionandevokehigherthoughtprocess.Thefirststepineffectivequestioningistoknowtheclassificationofquestioning.Therearemanyclassificationsofquestioning.Learningthedifferentkindsofquestionsisacrucialstepinbeingabletousealltypesofquestionseffectively.3.1SixcognitivelevelsofBloomsTaxonomyBloomstaxonomyisthebest-knownsystemforclassifyingclassroomquestions.TherearesixlevelsofBloomstaxonomyandquestionsateachlevelrequirethestudentsakindofthinkingprocess.Teachersshouldformulatequestionsoneachofthesesixlevelstoencouragestudentstoengageincognitiveprocesses.Thesixlevelsare:knowledgequestions,comprehensionquestions,applicationquestion,analysisquestions,synthesisquestions,evaluationquestion.Thetaxonomyshowsthelowertohigherlevelsofstudentsthinkingskills.Usuallyateacherwouldvarythelevelofquestionsevenwithinasingleclassperiod.Ateachermayaskaquestionattheapplicationlevel;ifthestudentsdontrespondcorrectly.Teachersmightmovetoquestionsatalowerlevelofthetaxonomytocheckwhetherstudentshaveunderstoodthematerial.Ifthestudentsstillcantgivecorrectresponse,teachersmighthavetotemporarilychangetheteachingstrategy.Table3.1SixcognitivelevelsofBloomsTaxonomy3QuestionLevelInstructionalProcessExampleQuestionsLowerLevelThinkingKnowledgeRecall,ReciteWhat(where)arethethirteencolonies?ComprehensionDescribe,SummarizeWhatisthemainides?Howisthemajorcharacterportrayed?ApplicationSolveShowWhatisthelatitudeofNY?Joehas58cents,howmany9-centstampscanhebuy?HigherLevelThinkingAnalysisInferCompareWhatdoesthisparagraphtellusabouttheauthorslife?SynthesisCreatePredictWhatisagoodtitleforthispainting?Howcanwehelpthehomeless?EvaluationJudgeChooseDoyoubelieveincapitalpunishment?Whichsoftdrinkisbest?3.2TypesofteachersquestioninginthepracticalstudyTofindouttheeffectivequestioning,theauthorobservedtwoteachersduringone-montheducationalpracticeinLianjiangNo.7MiddleSchool.Oneoftheteachersobservedhastaughtfor6years.Theotherisjustanovicewhoteachesforjustoneyear.ThetextbooktheyusedwasSeniorEnglishForChina,Book4B,publishedbyPeoplesEducationPress.Eachclasshas58students.Thetwoteachershavethesamepaceofteaching.TheunitsobservedandcomparedarereadingpartofUnit15,Unit16,andUnit17fromMarch14thtoApril14th.Onereadingpartisplanedtobetaughtintwoperiods.Studiesofquestioninghaveproposedvariouscategoriesofquestions.Sotheauthorsobservationmainlyfocusontheformofquestioning,thecontentofquestioningandthepurposeofquestioning,inordertostudythequestioningtypesteachersusedandtheirteachingresults.3.2.1QuestionsbasedonformCategories“Questionscanbeclassifiedaccordingtotheirgrammaticalforms.Itissometimessuggestedthateachformshouldbeusedinreadinglessons,aseachisprogressivelymoredifferenttohandle.However,itisoftenthegrammaticalformofthequestioningthatmakesaquestiondifficultforstudents.”4Therearefivegroupsofquestions,ofwhichisdenotedbyspecificcharacteristics:()Yes/Noquestions:Studentsdidnotneedtoanswerthequestionswithasentence.TheycananswerthequestionwithYes/Noquestions.Forexample:Shouldwheatbeplantedclosetogetherorwithspace?()Alternativequestions:Yes/Noquestionsconnectedby“or”,however,thesequestionscannotbeansweredwithyesorno.Forexample:Dopeopleexpresstheirthoughtandopinionsbywordsorgestures?()Wh-questions:Theyarethequestionswhichbeginwithwho,what,when,where,how,why,etc.Forexample:Whatshouldwedoifwewanttoreachthebestharvest?()Elicitationquestions:Theyarequestionswhichteachersaskstudentstocompletebygivingthefirstpartofasentence.Forexample:Thetitle“Disabled?Notme!”tellusabout(agirlwhoisdisabled.)()Translationquestions:QuestionsteachersaskstudentstotranslatefromEnglishtoChineseorChinesetoEnglish.ThedataanddataanalysisTable3.2TeachersTotalnumberofquestionsYes/NoquestionsAlternativeQuestionsWh-questionsElicitationQuestionsTranslationQuestionsT145723321T2461052542(T1-theexperienced,T2-thenovice)Obviouslythetotalnumberofquestionseachteacheraskedisalmostthesameandthenumberofwh-questionismuchmorethanothertypesofquestions.T1andT2bothusedtranslationquestionsthefewest.Ifwedevelopfurtherwenoticethattherearegreatdifferencesofteachersquestioningguidingstudentstothinkandanswerquestions.()Wh-questionsusuallyneedthestudentstothinkoverandWh-questionsareusedtoasksomethingaboutthecontext.T1wasgoodatformingachainofquestionstocreateaninformationgap,forexample:T1:WhatamIdoing?(T1makessomegesturesbeforethestudentstryingtoexpresssomethingnonverbally)Ss:SomegesturesT1:Whousethesegestures?Ss:Thedumb.T1:Yes,clever.Whichnewwordcanyougivemetodescribeitfromthisunit?Ss:Disability.T1.Asaresultofthequestionchain,studentsparticipateintheclass,whichinvolvetheirinterestsinthereadingpart.T2askedstudentsonequestionbeforerepeatinghisanswerandgiveevaluation.Thenheturnedtoasksomerepeatedquestionsanddidntleadtoaskquestionsneedingfurtherthoughts.Forexample:T2:Whocantellmethestory?(30seconds)S1:(Silent)T2:Ok,canyoutellmethestory?(Turntoanotherstudent)S2:(Silent)T2:Andwhataboutyou?Canyoutellme?(Turntothethirdone)S3:(Silent)()Thewayofleadingstudentstoanswer.Whenstudentsgivenoresponsetoquestions,T1wouldreiteratethequestionsorevenmodifyhissentencefromthetext.Sothestudentscanreaditoutfromthetextwithoutsecondthought.ItiswidelybelievedthatWh-questionscanbeintroducedasthemostusefulmeanstoencouragemorevariedandcomplexlanguage.Yes/Noquestionsaregenerallyeasierforlearnerstoanswer.Theteacherscandirectthosequestionsatweakerlearners,oruseYes/NoquestionstocheckbasicunderstandingofatextorsituationbeforeresortingtoWh-questionstoelicitmoredetailedinformation.Furthermore,teachersmaytrytoutilizedifferentformsofquestionstocreatemoreactiveatmosphere.http:/3.2.2QuestionsbasedoncontentCategoriesTherearethreetypesofquestioningintermsofcontentasfollows:()Instructionquestions:Itreferstoquestionsthatarerelatedtotheclassroomproceduresandclassroommanagement,whicharetoimplementteachingplanningtodoclassroomactivitiesandcheckthestudentsstudyingstateinordertosmoothteachingsteps.Forexample:MayIhaveyournameplease?(Beforeclass)Isthatclear?Anyvolunteer?(duringtheclass)Anyquestionsaboutthetext?(theendoftheclass)()Textquestions:questionsconsistoftheinformationinthesituationonwhichtheteachingisbased.()Realquestions:questionsrelatedtothestudentspersonalexperiencesandrequirethestudentsansweringaccordingtotheirownsituation.ThedataanddataanalysisTable3.3TeachersTotalnumberofquestionsInstructionquestionsTextquestionsRealquestionsT1457317T24613294Fromthetable3.3,theteachersaskmorequestionsaboutthetextquestionsthantheinstructionquestionsandrealquestions.However,therearealsodifferencesbetweenthetwoteachers:()InstructionquestionsareusedmorebyT2thanbyT1.Instructionquestionistoensuretheprocedureofteaching.Butthiskindoflowerquestionisntgoodfortheeffectivenessofquestioningifusedtoomuch.Therefore,T1avoidutilizingtoomuch.()Althoughthetextquestionsthetwoteachersusedwerenearlythesame,T1