ASurveyofPrimarySchoolEnglishTeachers'Questions:ACaseStudyofYucaiSchool小學(xué)英語課堂教師提問的調(diào)查—以育才學(xué)苑為ASurveyofPrimarySchoolEnglishTeachers'Questions:ACaseStudyofYucaiSchoolAbstractClassroomquestioningisacommonphenomenonintheteachingprocedureandasignificantformofteacher-studentinteractioninEnglishclassroomteaching.Thisstudygathereddatathroughclassroomobservation,teacherinterview,questionnairesurveyandothersurveyways,andanalyzedthecollecteddata,summedupthepresentprimaryschoolEnglishclassroomquestionsexistingproblems,andanalyzedthereasons,putforwardsuggestions.AccordingtotheshortcomingsinthepresentEnglishclassroomteachingprocessinprimaryschools,thisstudymainlyobservedandanalyzedtheclassroomquestionsoffourprimaryschoolEnglishteachers.Theauthorattendedmorethantenlectures,andselectedfourrepresentativeonesforanalysis.Themainsubjectsofthestudyincludethetypesandtheformsofteacherquestionsandtheteachersfeedback.Inordertofurtherunderstandsomepracticesandideasofteachersinclassroomquestioning,thisstudyconductedinterviewswithtenteachers.Theinterviewmainlyfocusedonthefollowingsides:teachers'comprehensionofclassroomteachinggoals;teachers'preparationforclassroomquestions;thedesignintentionoftheteacher'squestions.Thisresearchalsoadoptsthemethodofquestionnairesurveytofurtherunderstandtheteachers'understandingofclassroomquestioningandtheirapplicationintheclassroom.TheresultsdisplaythatthepresentclassroomquestioningofprimaryschoolEnglishteachersismainlybasedondemonstrationquestions.Therearedifferencesintheformofclassroomquestionsamongdifferentteachers.Theformofteacher'sclassroomquestionsissingle;Teacherfeedbackismainlypositivefeedback;Theinteractivityofteacher'sdiscourseisinsufficient.Accordingtotheresearchresults,theavailabilityofteachers'classroomquestioningofEnglishteachersinprimaryschoolsneedstobeimproved.Keywords:PrimarySchoolEnglish,ClassroomQuestioning,Interactionbetweenteachersandstudents小學(xué)英語課堂教師提問的調(diào)查—以育才學(xué)苑為例摘要課堂提問是教學(xué)過程中的一個(gè)普遍現(xiàn)象，也是英語課堂教學(xué)中師生進(jìn)行互動(dòng)的重要形式。本研究通過課堂觀察、教師訪談和問卷調(diào)查等調(diào)查方法收集資料，并對(duì)所收集的資料進(jìn)行分析，總結(jié)出目前小學(xué)英語課堂提問存在的不足。本研究主要對(duì)四位小學(xué)英語教師的課堂提問進(jìn)行課堂觀察和分析。筆者隨堂聽課共十多節(jié)，并選取了其中四節(jié)具有代表性的課進(jìn)行分析。研究的主要內(nèi)容包括教師提問類型，教師提問策略和教師反饋等方面。為了進(jìn)一步了解教師課堂提問中的一些做法和想法，本研究還對(duì)十位教師進(jìn)行了訪談。訪談主要圍繞以下幾個(gè)方面進(jìn)行：教師隊(duì)課堂教學(xué)目標(biāo)的的理解；教師課堂提問的準(zhǔn)備情況；教師所提問題的設(shè)計(jì)意圖。本研究還采取問卷調(diào)查的方法，進(jìn)一步了解教師對(duì)課堂提問的認(rèn)識(shí)以及教師在課堂上的運(yùn)用情況。研究結(jié)果表明目前的小學(xué)英語教師課堂提以展示型問題為主；不同教師間課堂提問形式有差異；教師課堂提問形式較為簡單；教師的反饋以積極反饋為主；教師話語的互動(dòng)性不足。根據(jù)研究結(jié)果來看，小學(xué)英語教師的課堂提問的有效性還有待提高。關(guān)鍵詞：小學(xué)英語，課堂提問，師生互動(dòng)BAThesisofYulinNormalUniversityBAThesisofYulinNormalUniversityQinJieASurveyofPrimarySchoolEnglishTeachers’Questions:ACaseStudyofYucaiSchoolContentsIntroduction 11.1Introduction 11.2AimsandSignificance 2LiteratureReview 22.1ResearchonClassroomQuestioning 22.2PreviousStudiesontheTeachers'Questioning 32.2.1ForeignStudiesontheTeachers'Questioning 32.2.2DomesticStudiesontheTeachers'Questioning 42.3Constructivism5Research 73.1Subject 83.2ResearchQuestions103.3Research12DataAnalysis 134.1ClassroomObservation 164.2Questionnaire 4.3Interview 19Conclusion 205.1Suggestionsontheuseofteachers'ClassroomDiscourse 205.2LimitationsandSuggestion 20Reference21AppendixA22AppendixB25Acknowledgements26BAThesisofYulinNormalUniversityReferenceBrown,D.TeachingbyPrinciples:AnInteractiveApproachtoLanguageewJersey:Prentice

Barnes,D.Languageinthesecondaryclassroom.InD.Barnesetal.(eds).Language,theLearnerandtheSchool.[C].Harmondsworth:Penguin.1969.Brown,G&Yule,G.DiscourseAnalysis[M].Cambridge:CambridgeUniversityPress,1983.Chaudron,C.SecondLanguageClassrooms:ResearchonTeachingandLearning[M].Cambridge:CambridgeUniversityPress,1988.Chuska,K.R.Improvingclassroomquestions[J].ClassroomResearchStudy,1995(2):96-104.Dantonio,M.TheArtofClassroomQuestioning[M].Beijing:ZhongGuoQingGongYePress,2006.Fusco，E．EffectiveQuestioningStrategiesintheClassroom：AStep-by-StepApproachtoEngagedThinkingandLearning,K-8[M]．TeachersCollegePress，2012.Long,M&Sato,C．ClassroomOrientedResearchinSecondLanguageAcquisition[M]．Boston:NewburyHouse，1983.Nunan,D.SecondLanguageTeachingandLearning[M].Boston:Heinle&HeinleNunan,

D.

Language

Teaching

Methodology

[M].

Cambridge:

Cambridge

University

Press,

1991.

Postman,N.TeachingasaConservingActivity[M].NewYork:LaurelPress,1979.Piaget,J.EquilibrationofCognitiveStructures[M].NewYork:Viking，1977.周軍平．教師話語與第二語言習(xí)得[J]．外語教學(xué),2006(3):69-72.中華人民共和國教育部.(2011)