英语论文网

mulate students’ thinking ability.However, if we make an analysis of questioning in high school English classroom teaching, we caneasily find that questioning is still used rather messy in classroom and does not play its proper role. In dailyclassroom teaching, there still exists such phenomenon as ‘only teaching not asking’ or ‘questioning forquestioning’. All this will inevitably affect the quality of classroom teaching. Therefore, it is Englishteachers’ professional development need and the requirement of new English curriculum reform to improveand enhance classroom questioning behavior of high school English teachers.Although experts at home and abroad have made researches on classroom questioning for nearly 100years, they put more emphasis on theories to discuss types of classroom questioning, and to do analysis andresearch on principles and strategies of improving the efficiency of classroom questioning. For the teachingphilosophy of the new curriculum, there were few theoretical studies for the new requirements of high schoolEnglish classroom questioning. On the other hand, many front-line English teachers do a lot of discussionand researches in this area. These teachers, combined with their own education and teaching practice, putforward many specific methods and strategies to improve the efficiency of English classroom questioning,which whereas lack important theoretical basis. The researches are relatively weak in guiding and helpingteachers to carry out effective classroom questioning. For such a practical teaching method as classroomquestioning, many methods used, only in the form of questionnaire or interview, can not be helpful to makean accurate understanding of questions and to further analyze and solve problems. Only through classroomobservation, questionnaire or interview, can they help make a better understanding of the real currentsituation of classroom questioning and find the problems. Then the problems will be carried out furtheranalysis and summary. Finally, as to the problems, constructive comments and suggestions will be putforward in accordance with standards of the new curriculum reform.
　　

您可以联系本站QQ:949925041,email:yingyulunwen@qq.com,咨询热线电话:13917206902

　　1.2 thesis Structure论文结构
　　The thesis is composed of five parts.The background and significance of the research is introduced firstly.In the second part, definition of some relevant theories of classroom questioning is presented at first.And then classification and functions of classroom questioning are emphasized on.The research design is involved in the third part. Three English teachers and their classes in XiangchengExperimental High School in Xuchang City, Henan province are chosen to be the research subjects.Questionnaire, classroom observation and interview will be adopted as three research methods in the thesis.The experimental research is made to explore the current situation of classroom questioning in senior highschools and analyze the effects of different types of classroom questioning.The results and analysis of the experimental research is introduced in the fourth part.The research conclusion, recommendations for future research and the limitations of the study will bepresented finally.
　　

　　Chapter 3 Research Design....................................... 28-32
　　    3.1 Research Objectives and Questions.......................................  28 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。