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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-08-14编辑:lgg点击率:4701
论文字数:38100论文编号:org201308141136154640语种:英语 English地区:中国价格:$ 66
摘要:类型认知目录下笔者更方便识别和最常用的问题受到四位老师。为了使研究更有说服力的和有效的,笔者应用一些工具来进行,其中包括访谈,问卷调查,课堂观察。
Chapter 2. Literature review
2.1 Introduction
This chapter firstly focuses on the previous contrastive studies in novice teachersand expert teachers, then gives the definition of novice teacher and expert teacheraccording to Sternberg (1997), and narrows down its definition to this thesis for thesake of clarity and research. After that, this chapter focuses on discussing classroomquestioning, that is, definition and classification of classroom questioning will beillustrated, and then the role and significance of classroom questioning elaborated.Following this, the relative theories of questioning, including questioning strategies,feedback, wait time will be discussed in detail. Finally this chapter reviews relativetheories on classroom interaction, among which are Krashen’s Input Hypothesis,Swain’s Comprehensive Output Hypothesis, the relationship between output andsecond language acquisition, and the impact of output on second language acquisition.
2.2 The definition of novice teacher and expert teacher
The comparative features of novice and expert teachers have been examined forextended years. Researchers found that novice teacher and expert teachers understandthe concept of prior knowledge differently and have different ways to use thisknowledge to make instructional decisions. Akerson, Flick, and Lederman (2000),who studied primary Science teachers’ competence to recognize learners’ priorconceptions, using Kelly’s (1955) theory of personal constructs as their basis for adefinition of prior knowledge. In Kelly’s view, human’s most basic psychologicalfunction is to organize experienced events into themes that can be used to predictfuture events based upon their similarity to and difference from past events. Besides,expert teachers are more experienced in classroom planning, questioning, feedback,etc. The process of learning to teach is complex and novice teachers are hinderedbecause of their lack of background experiences as educators and hence limited inmaking sense of what is happening in their classrooms. Novice teachers have limitedexperiences to organize their thought into useful and effective classroom performanceand incompetence of making predictions about future events.
Chapter 3. Research design............ 33-40
3.1. Introduction......... 33
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