需要金币:1000 个金币 | 资料包括:完整论文 | ||
转换比率:金额 X 10=金币数量, 例100元=1000金币 | 论文字数:6316 | ||
折扣与优惠:团购最低可5折优惠 - 了解详情 | 论文格式:Word格式(*.doc) |
Abstract: Teachers’ questioning is the most common interaction between students and teachers in English classes. By analysis of five student teachers’ questioning in their classes and students’ response to questionnaire about students’ attitudes towards student teachers’ questioning, it is found that 1) the number of student teachers’ questions is far smaller than that of the experienced teachers’; 2) the student teachers tend to ask much more display questions than referential questions; 3) the student teachers rarely use the strategy of probing; 4) the student teachers often fail to give their students enough wait-time; 5) students are aware of the importance of teachers’ questioning , but there is room for improvement; for example, students like to answer referential questions and they want to have more time to think about questions. Key words: teachers’ questioning; student teachers; English classes
CONTENTS Abstract 摘要 1. Introduction1 2. Literature Review.1 2.1 Definition of Teachers’ Questions 2.2 Types of Teachers’ Questions 2.3 Strategies of Teachers’ Questions 2.4 Wait-time of Teachers’ Questions 3.Methodology5 3.1 Research Questions 3.2 Research Participants 3.3 Research Instruments 3.4 Data Collection 3.5 Data Analysis 4. Results and Discussion.6 4.1 The Number of Student Teachers’ Questions 4.2 The Percentage of Display Questions and Referential Questions Asked by student teachers 4.3 The Percentage of Different Kinds of Questioning Strategies Used by student teachers. 4.4 The Average Wait-Time of Student Teachers’ Questioning 4.5 Students’ Views of Student Teachers’ Questioning 5. Suggestions ..11 6.Conclusion.12 Bibliography.13 Appendix 1.14 Acknowledgements15 |