善用课堂提问,提高精读课堂参与有效性的教学行动研究——基于大学英语精读课文教学的行动研究

Enhancing Effective Participation through Classroom Questioning ——An Action Research Based on College Intensive Reading Class

课堂提问是大学英语教师提高学生课堂参与的重要教学手段之一,但学生面对提问经常反映冷淡、课堂气氛沉闷,这是教师经常遇到的尴尬局面。本文是大学英语精读教学中针对提高课堂参与有效性的行动研究报告。笔者通过课堂观察、访谈和问卷的方法了解学生不参与、少参与的原因,并以此出发,通过改善提问质量、完善提问过程管理和实现课堂提问多向性的行动干预措施,展开历时一年半的教学行动研究。研究发现,高质量、有意义、持续性的问题是学生课堂参与的动力,是保证课堂参与意义的根本;完善提问的管理是维持学生课堂持续参与的保障;转换课堂提问的主体,可提高课堂参与的有效性。

Classroom questioning, a well-accepted means to involve students, is often encountered with students＇ indifferent and depressing reaction. The embarrassing situation leaves many language teachers really frustrated. This action research was conducted in the hope that the author could manage her way to involve more students in her intensive reading class. By exploring students＇ reluctance and unwillingness through classroom observation and interviews and seeking theoretical basis to direct the research into the right course, the author specified some preventive measures to work herself out of the classroom dilemma. Through the 1.5-year classroom research, the author finds： a series of well-structured classroom questions serves as a stimulus to draw students＇ interest; well-managed questioning process helps maintain students＇ momentum to participate; switching students＇ role in classroom questioning enhances the effectiveness of classroom nnrtle.lnntlnn