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少数民族地区示范性高中英语课堂学生自主提问的个案研究

发布时间:2021-01-13 18:36
  培养具有创新思维能力、自主学习能力和合作学习能力的人才是高中英语教学的主要目标之一,而要培养出有创新思维的人才,首先要培养起学生的提问意识和提问能力。然而,关于培养学生英语课堂自主提问能力,少数民族地区与发达地区相比,还存在一定差距。近年来,国内外学者越来越关注课堂上学生的自主提问,为改善课堂中学生自主提问意识和提问能力缺乏的问题,诸多学者与教师针对这一方面进行了多种研究,也取得了一定的成果,但国内专门针对少数民族地区高中学生在英语课堂上自主提问状况的研究则凤毛麟角。因此,本文通过调查研究少数民族地区高中学生在英语课堂自主提问的总体情况、性别差异及年级差异,提出相应的解决策略,旨在改善少数民族地区高中英语课堂上学生自主提问现状。本文以建构主义学习理论和斯温的可理解性输出假说为理论基础,采用问卷调查和访谈的手段对贵州省黔西南民族自治州兴义市一所示范性高中的339名学生进行调查研究。本文采用的调查问卷在引用司成勇(2006)的学生课堂自主提问调查问卷(学生问卷)的基础上进行适当修改,问卷包含提问意识、提问频率、提问类型、提问障碍、提问时间和提问方式六个维度。本文的研究问题为:(1)高中英语... 

【文章来源】:广西师范大学广西壮族自治区

【文章页数】:80 页

【学位级别】:硕士

【文章目录】:
摘要
abstract
Chapter1 Introduction
    1.1 Research Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Present Study
    1.4 Structure of the Thesis
Chapter2 Literature Review
    2.1 Description of Students’Self-questioning
        2.1.1 Definition of Students’Self-questioning
        2.1.2 Classification of Students’Self-questioning
    2.2 Theoretical Foundation
        2.2.1 Constructive Learning Theory
        2.2.2 Swain’s Comprehensible Output Hypothesis
    2.3 Relevant Researches on Students’Self-questioning in Class at Home and Abroad
        2.3.1 Influencing Factors of Students’Self-questioning on Gender Differences and Grade Differences
        2.3.2 Influencing Factors Causing the Lack of Students’Self-questioning
        2.3.3 Strategies of Promoting Students’Self-questioning
    2.4 Theoretical Framework of the Present Study
Chapter3 Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Data Collection and Data Analysis
Chapter4 Results and Discussion
    4.1 Overall Situation of Students’Self-questioning in High School English Class in Guizhou Minority Areas
        4.1.1 Consciousness of Self-questioning
        4.1.2 Quantities of Self-questioning
        4.1.3 Types of Self-questioning
        4.1.4 Obstacles of Self-questioning
        4.1.5 Time for Preparing Self-questioning
        4.1.6 Ways of Self-questioning
    4.2 Gender Differences on Students’Self-questioning in High School English Class in Guizhou Minority Areas
        4.2.1 Types of Self-questioning
        4.2.2 Obstacles of Self-questioning
        4.2.3 Time for Preparing Self-questioning
    4.3 Grade Differences on Self-questioning in High School English class in Guizhou Minority Areas
    4.4 Research Results of the Interview
    4.5 Discussion of the Research Results
Chapter5 Major Findings and Implications
    5.1 Major Findings of the Present Study
    5.2 Implications for English Teachers in Guizhou Minority Areas
        5.2.1 Changing the Questioning Mode in Class
        5.2.2 Training the Skills of Self-questioning on Students
        5.2.3 Cultivating Students’Positive Attitude towards Self-Questioning
        5.2.4 Improving Students’English Oral Proficiency for Self-Questioning
    5.3 Implications for High School Students in Guizhou Minority Areas
        5.3.1 Expanding Knowledge Reserve
        5.3.2 Enhancing Personal Qualities
Chapter6 Conclusion
    6.1 Summary of the Present Study
    6.2 Limitations of the Present Study
    6.3 Suggestions for Future Study
Bibliography
Appendices
    AppendixⅠ
    AppendixⅡ
Publications During the Postgraduate Program
Acknowledgements



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