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西方在20世纪60年代便开始了课堂提问主体转换的研究,而在我国的实际大学英语教学中,对于师-生提问研究颇多,而对于生-师提问、生-生提问的研究没有引起足够的重视。在此分析了学生无问题或少问题的各因素:文化因素;学生认知风格、个性对英语兴趣的高低和对英语水平的自信程度不同;学生对教师权威的依赖;课堂环境因素等。研究提问主体转向学生的路径:消解教师的外在权威,注重情感教育,建立融洽的师生和生生合作支持关系;拓宽生-师提问、生-生提问的渠道;示范提问、指导学生提问、创设问题情景;重视动态问题、提高问题有效性;增加课堂提问在评价中的权重等。
In the 1960s, the West started the research on the subject transformation in the classroom. However, in the actual college English teaching in China, there are many studies on teacher-student questioning, while the research on student-student questioning and student-student questioning did not cause Pay enough attention. Here are the analysis of the students no problem or less of the various factors: cultural factors; student cognitive style, the level of individual interest in English and the level of confidence in English is different; students rely on the authority of teachers; classroom environmental factors. The main body of the research questions turn to the path of students: to eliminate the teacher’s external authority, pay attention to emotional education, establish harmonious relationship between students and students and students’ life and support; broaden the channels of students’ questions, students’ questions; demonstrate questions, guide students to ask questions, Create a problem scenario; focus on dynamic issues, improve the effectiveness of the problem; increase the weight of classroom questions in the evaluation.