少量的实证探讨也主要是在大学英语课堂上,一位高中英语老师的问题的探讨相对较少,对教师的问题和学生英语口语课输出联系的探讨还不够。
Chapter One Introduction 第一章 引言
1.1 Research Background 探讨背景
Since the early 1970s, communicative language teaching approach has been increasingly widelyrecognized and accepted in the field of second language teaching. The main principle of this teachingmethod is to enable students communicate freely by the use of their target language, and therefore, theteacher-student interaction and student-student interaction become one of the noticing characteristics inclassroom teaching. In class, the students’ activities are based majorly on the teachers’ instructions, andthus, the effectiveness of this teaching method greatly depends on teachers in class. It is known that thefunction of a teacher is mainly realized through teachers’ talk in class, and teacher questioning is a vitalaspect of teacher talk. The American psychologist Stevens (1912) did a pioneering research on classroomquestioning. According to his study, classroom teaching in essence is the turns of teachers’ questions andstudents’ answers, and about 80% of the class time is taken up by teachers’ questions and students’responses. His study shows that teachers’ questioning plays a central role in classroom interaction. Besides,a study (Tsui, 1985) of English classes in Hong Kong also shows that 70% of class talk consists of teachers’questioning, students’ responses and teachers’ feedback. As a fundamental tool of teaching, questioning isone of the widely applied teaching skills in teacher-student interaction in teaching process, and it has beenhighly valued by educationists at home and abroad. Peacock (1990:128) said: “Teachers appear to askquestions either to find out what pupils do or do not know and understand or to remind them about workcompleted in a previous lesson, or perhaps to challenge, stimulate and develop their thinking. Sometimes, awell-directed question can act as a device for controlling a difficult member of the class or directingattention to the topic in hand.” Effective questioning in class helps to produce the rich language output ofthe students, to develop their thinking abilities and to promote exchanges between the teacher and hisstudents.However, the traditional English class in China has long been dominated by the grammartranslation method, and the teachers are the absolute authorities and the center in class. Though the studentsmay have a good command of grammar and vocabulary, they are unable to talk in English effectively intheir communication. Nowadays, the fast developments of social and economic have required educators toreconsider the situation of basic education in China. The basic education curriculum reform hasexperienced several stages since the year of 2017. It points out that teacher should well balance therelationship between impart knowledge and cultivate the students’ abilities. The new curriculum advocatesa positive, suitable and harmonious relationship in teacher-student interaction. During this interactionprocess, teachers and students have a mutual promotion and form a real “learning community”. Besides,students are the main body of learning, and the role of teacher is changed into partner, guide and participantin class. As one of the major subjects in basic education, the English subject should follow up the spirit ofcurriculum reform effectively. So The English Curriculum Sta，英语论文网站，英语论文题目 |
