英语教师课堂提问的理论和实证研究文献综述

初中英语教师课堂提问有效性的研究与分析的开题报告题目：初中英语教师课堂提问有效性的研究与分析研究背景：在英语教学中，教师提问是一项非常重要的教学环节，它可以帮助学生更好地理解和掌握英语知识，并培养学生的口语表达能力。

然而，目前很少有相关的研究论证初中英语教师提问的有效性，因此有必要开展本研究。

研究目的：本研究旨在探究初中英语教师提问的有效性，深入分析不同类型提问对学生学习英语的影响，并提出相关教学建议。

研究内容：1.文献综述：回顾国内外相关研究，了解已有的研究成果，为本研究提供理论基础。

2.问卷调查：通过问卷调查初中英语学生对教师提问的态度和看法，收集学生意见和建议。

3.教学观察和记录：对不同类型的提问进行教学观察和记录，深入分析教师提问的效果。

4.数据分析和结果呈现：对数据进行统计分析并呈现，全面掌握初中英语教师提问的有效性，提出相关教学建议。

研究意义：本研究通过对初中英语教师提问的有效性进行深入分析，可以帮助教师更好地掌握提问的艺术，提高提问的质量和效果，从而促进学生英语学习的质量和口语表达能力的提高。

预期结果：通过本研究，可以清晰地了解初中英语教师提问的有效性，为教学提供指导，并为提升学生英语学习兴趣和能力提供参考。

研究方法：采用问卷调查和教学观察记录相结合的方式，通过数据分析得出初中英语教师提问的有效性，进而提出相应的教学建议。

资料来源：文献资料、问卷调查、教学观察记录等。

研究过程：1.收集相关文献资料和问卷调查数据。

2.对教学实验进行教学观察和记录。

3.进行数据分析和结果展示。

4.撰写论文并提交。

论文结构：1.绪论研究背景、研究目的、研究内容、研究意义、预期结果、研究方法、资料来源等。

2.文献综述回顾国内外相关研究，了解已有的研究成果，为本研究提供理论基础。

3.问卷调查分析通过问卷调查初中英语学生对教师提问的态度和看法，收集学生意见和建议。

4.教学观察和记录分析对不同类型的提问进行教学观察和记录，深入分析教师提问的效果。

关于英语教师在阅读课堂提问类型的综述研究作者：马琳来源：《现代交际》2019年第06期摘要：提问一直被认为是课堂教师的惯用手段，是优秀教学的基础。

从1970年开始，研究人员将注意力转向识别特定的提问行为，这些行为有助于学生取得显著的成绩。

如今，随着教学变得越来越以学习者为中心，越来越多的人要求教师指导学习，而不仅仅是传递信息。

提问是教师实现这一目标最重要的工具。

但在现实中，有效地提问并没有看上去那么有效，这需要教师进一步的学习和实践的努力。

关键词：教师提问问题类型中图分类号：H319 ;文献标识码：A ;文章编号：1009-5349（2019）06-0178-02一、问题文献综述（一）问题的定义《语言教学与应用语言学词典》对问题的定义如下：提问是对听者或读者说的话，进行要求其表达事实、观点、摘要等的行为。

1970年，Quirk将问题定义为用于搜索特定主题信息的语义类。

同时，Wilen指出，问句是任何具有疑问形式或功能的句子。

Kathleen Cotton在她的论文中指出：在课堂环境中，教师的提问是一种教学线索或刺激，它向学生传达了要学习的内容要素，以及他们要做什么和如何做的方向。

问题使教师能够使学生进入更高层次的认知或更具体的批判性思维。

（二）教师提问的功能Morgan和Saxton在1991年总结出，提出问题的行为可以帮助教师让学生积极参与课堂。

在回答问题时，学生有机会公开表达自己的想法。

同时，提问帮助教师评价学生学习成果和帮助教师评估学生学习和复习功课。

1983年，Christenbury & Kelly主张，教师的提问可以给学生提供动力和机会，让他们在不冒险主动学习语言的情况下，轻松地创造语言。

对于学生来说，必须发起对话或讨论话题是非常可怕的。

适当的问题可以给沉默寡言的学生一个情感上的“绿灯”，一个用第二语言进行交流的有组织的机会。

教师提问可以引发学生互动的连锁反应。

一个问题可能就是开始讨论所需要的全部。

初中英语课堂提问文献综述Here is an essay on the topic of "Literature Review on Questioning in Middle School English Classrooms" with more than 1000 words, written entirely in English without any additional punctuation marks in the body of the text.Questioning is a fundamental aspect of the teaching and learning process in the English language classroom. It serves as a powerful tool for engaging students, assessing their understanding, and promoting critical thinking. In the context of middle school English instruction, the use of questioning strategies has been the subject of extensive research and scholarly discourse. This literature review aims to synthesize and analyze the existing body of knowledge on the role and effectiveness of questioning in middle school English classrooms.The importance of questioning in the English language classroom cannot be overstated. Effective questioning techniques can stimulate students' curiosity, encourage active participation, and deepen their comprehension of the subject matter. According to Bloom's Taxonomy, questioning can be categorized into different levels of cognitive complexity, ranging from lower-order questions that require simple recall to higher-order questions that challengestudents to analyze, evaluate, and create (Bloom, 1956). In the context of middle school English instruction, the use of a balanced mix of these question types is crucial for fostering a well-rounded learning environment.Research has consistently demonstrated the positive impact of effective questioning on student engagement and learning outcomes in middle school English classrooms. A study by Albergaria-Almeida (2010) found that the use of higher-order questions, such as those that require students to make inferences or draw conclusions, was associated with increased student participation and deeper understanding of the content. Similarly, a study by Wragg and Brown (2001) revealed that the strategic use of questioning techniques, including wait time and the provision of constructive feedback, can significantly enhance students' language proficiency and overall academic performance.In addition to improving student engagement and learning, questioning in middle school English classrooms can also serve as a valuable formative assessment tool. By posing well-designed questions, teachers can gauge students' comprehension, identify areas of difficulty, and adjust their instructional strategies accordingly (Dantonio & Beisenherz, 2001). This feedback loop is essential for ensuring that the learning process is tailored to the specific needs and strengths of individual students.However, the effective implementation of questioning strategies in middle school English classrooms is not without its challenges. Teachers must navigate a delicate balance between the quantity and quality of questions, ensuring that they are not overwhelming students with too many queries, while still maintaining a level of cognitive complexity that fosters critical thinking (Wragg & Brown, 2001). Additionally, teachers must be skilled in managing classroom dynamics, such as encouraging participation from all students and providing equitable opportunities for response.Another important consideration in the use of questioning in middle school English classrooms is the cultural and linguistic diversity of the student population. Research has shown that the effectiveness of questioning strategies can be influenced by factors such as students' cultural backgrounds, language proficiency, and learning preferences (Dantonio & Beisenherz, 2001). Teachers must be cognizant of these differences and adapt their questioning techniques accordingly to ensure that all students have equal opportunities to engage with the content and demonstrate their understanding.Despite these challenges, the body of research on questioning in middle school English classrooms overwhelmingly supports its value and effectiveness. By incorporating a range of questioning strategies, teachers can create a dynamic and engaging learning environmentthat promotes critical thinking, language development, and academic success.In conclusion, the literature review on questioning in middle school English classrooms highlights the pivotal role that this instructional technique plays in fostering student engagement, learning, and assessment. Effective questioning strategies can stimulate students' curiosity, deepen their understanding of the content, and provide valuable feedback for teachers to tailor their instruction. As educators continue to explore and refine their questioning techniques, the potential for enhancing the quality of middle school English education remains vast and promising.。

关于英语教学的文献综述范文The field of English language teaching (ELT) has been a subject of extensive research and scholarly discourse over the years. As the global demand for English proficiency continues to rise, educators and researchers have sought to explore effective strategies, methods, and approaches to enhance the teaching and learning of this international language. This literature review aims to synthesize and analyze the key themes and findings from a selection of relevant studies and publications in the domain of ELT.One of the fundamental aspects of ELT that has received significant attention is the role of teaching methodologies and approaches. The traditional grammar-translation method, which emphasized the explicit instruction of grammatical rules and the translation of texts, has been widely criticized for its teacher-centered approach and lack of emphasis on practical language use. In response, the communicative language teaching (CLT) approach has gained widespread popularity, emphasizing the development of communicative competence through authentic, meaningful interactions and task-based activities (Savignon, 2002). Studies haveshown that the CLT approach can lead to improved fluency, confidence, and overall language proficiency among language learners (Littlewood, 2014).Closely related to the discussion of teaching approaches is the concept of learner-centered instruction. Researchers have argued that effective ELT should prioritize the needs, interests, and learning styles of individual students, rather than adhering to a one-size-fits-all approach (Nunan, 1988). The incorporation of learner-centered strategies, such as differentiated instruction, project-based learning, and the use of technology-assisted language learning, has been found to enhance student motivation, engagement, and overall language development (Tomlinson, 2014).Another important area of focus in ELT research is the role of technology in language teaching and learning. The rapid advancements in digital technologies have significantly impacted the field of ELT, opening up new possibilities for language instruction and practice. Studies have explored the integration of various technological tools, such as online language learning platforms, mobile applications, and virtual classrooms, and their potential to improve language skills, enhance learner autonomy, and provide personalized feedback (Chapelle & Sauro, 2017).The issue of language assessment has also been a subject ofextensive research in ELT. Scholars have examined the effectiveness of different assessment methods, including formative and summative assessments, as well as the use of standardized language proficiency tests, such as the TOEFL and IELTS (Fulcher & Davidson, 2007). The importance of aligning assessment practices with the desired learning outcomes and the implementation of alternative assessment strategies, such as portfolio-based assessment and performance-based tasks, have been highlighted in the literature.The cultural and linguistic diversity of language learners is another crucial factor that has been widely discussed in ELT research. Scholars have emphasized the need to incorporate culturally responsive teaching practices, which acknowledge and validate the diverse backgrounds and experiences of language learners, and promote intercultural understanding and sensitivity (Canagarajah, 2005). Additionally, the role of the learners' first language (L1) in the ELT process has been a topic of debate, with some studies suggesting that judicious use of L1 can facilitate language learning, while others advocate for a more exclusive use of the target language (Cook, 2001).Finally, the professional development of ELT practitioners has been a crucial area of concern. Researchers have highlighted the importance of ongoing teacher training, collaboration, and the integration of research-informed practices to ensure the continuous improvementof teaching quality and student learning outcomes (Richards & Farrell, 2005). The exploration of teacher beliefs, attitudes, and reflective practices has also been a significant focus in ELT literature.In conclusion, this literature review has provided a comprehensive overview of the key themes and trends in the field of English language teaching. The findings from the various studies and publications discussed here underscore the complexity and multifaceted nature of ELT, as well as the need for a dynamic and evidence-based approach to language instruction. As the field continues to evolve, future research should explore emerging pedagogical strategies, technological advancements, and the changing needs and expectations of language learners in an increasingly globalized world.。

英语专业课堂教师提问的实证研究［Abstract］Teacher questioning, which makes up the main pattern of the classroom teaching, plays a significant role in classroom teaching. This study explores teacher questioning in English major classrooms by observing teaching videos. After turning these videos into transcripts, teacher questioning is analyzed in the two aspects, categorization of teacher questioning and questioning strategies. Based on the analysis of the empirical data, the study has the following findings: 1) The teachers apply teacher questioning frequently in English major classrooms, and the number of display questions is slightly larger than that of referential questions. 2) The questioning strategies which the teachers use most are redirecting and probing.［Key words］teacher questioning,question type,questioning strategyTeacher questioning is a most important type in teacher talk. It can stimulate and maintain students’interest as well as encouraging students to focus on the teaching content, and to participate in the classroom. Meanwhile, it can also help teachers to check students’understanding of the whole passages. Present research on teacher questioning mainly focuses on the primary school English classrooms, middle school English classrooms and college English classrooms; studies on English majorclassrooms are rare.I. Literature ReviewTwo types of questions that have received the most research attention are display and referential questions.[1]187-202 Referential questions refer to those which are asked only to seek information about the learner and about which the teachers have no idea; display questions are those used to elicit already known information from the learner. The purpose is to check whether or not they have learned what has been taught. Questions such as low level questions, closed questions, product questions, memory, background and convergent questions belong to display questions. The higher level questions, opinion questions, when, what, how questions and divergent questions belong to referential questions.Long and Sato carried out a study on the frequency of display and referential questions and found that in their study, in the six ESL teachers’classes, display questions constituted more than half of all questions, which actually outnumbered referential questions by almost four to one.[2] This result contrasted sharply with the frequency of the questions by native speakers in natural discourse with non-native speakers, where referential questions are the predominance of question types, with rare occurrence of display questions.Since display questions are much more common than referential questions in ESL classrooms, researchers tried to find out which one is more beneficial to second language teaching and learning.[3] Among other things, it is discovered by Nunan that the use of referential questions by the teacher made the students use more complex language and made the utterance closer to the natural discourse.[4]136-145 To accomplish a specific teaching aim, questioning strategies are generally employed as the science, art or skill of using questions in classrooms. According to the research conducted by Orstein, it is an important part of teaching strategies and mainly consists of four kinds of strategies: self-explaining, prompting, probing and redirecting.[5]72-80 For example, self-explaining strategies are used by teachers to make the questions as clear as possible and to remove any obstacles for students before they give answers.Ⅱ. MethodologyThis study intends to investigate the categorization and frequency of teacher questioning and strategies of teacher questioning in effective teachers’classroom. The study aims to make an exploration on the following questions:1. What is the categorization of teacher questioning and what is thefrequency of each type?2. What are the strategies of teacher questioning and what is the frequency of each strategy?The videos of winning contestants of SFLEP (National Foreign Language teaching contest) are taken as the research data (8 videos with 20 minutes for each one). As the winners of the 3rd SFLEP, they are acknowledged as effective EFL teachers. The contest was finalized with 1 special award, 2 first prize winners, 8 second prize winners and 13 third prize winners. So the data of 1 special award, 2 second prize winners and 5 third prize winners are chosen. In order to explore the teacher questioning, the authors observed eight videos and recorded all the questions that the teachers asked.Ⅲ. Results and Discussion3.1 Question typesAs mentioned in the literature review, Nunan divided questions into two types, and they are display questions and referential questions.[1] Table 1 is based on the observation of the eight videos of the teachers’teaching contest and recording transcripts. The table shows the number and percentage of display and referential questions. The following examples demonstrate the differences between display questions andreferential questions.Example 1:T: Ok, can you tell me what the six elements (5 Ws and 1 H) are? If you know the answer just say it out loudly. Ok? When? (display question) S: Apr. 27T: Apr. 27, ok. What, what happened? (display question)S: Duke is taking disciplinary action.T: Ok. And who, who were involved in this disciplinary action? (display question)S: 34 of the school’s first year MBA students.T: Ok, and where? (display question)S: At Duke University’s Fugua School of Business.T: And why? (display question)S: MBAs allegedly cheat on a final.T: Ok, how? (display question)Example 2:T: Do you think the graduation from this university really means that this is going to be the end of your learning? Do you really think so? (referential question)S: No, this is not an end. This is a new start for the lifelong learning.Example 3:T: What’s your feeling when you are standing in this kind of library? Just imagine! (referential question)S: Er. Maybe I feel excited, because I will imagine I am in the sea of the knowledge.T: Ok, standing in such big library you have really strong desire to learn. Good answer! And then can you think what the author’s feeling is? (referential question)S: En. A sober, earnest delight or pleasure that is very hard to convey.In Example 1, the teacher raised six display questions, which are based on teaching materials and all of the answers can be found in the text. The students also can give the exact answer to each question. In addition, the answer to a display question is much shorter, then there is few interaction between the teacher and the students. What’s more,Example 1 shows that the students can find the answer from the text book. It means that the students do not do thinking but just recite what they remember.In Example 2, the teacher produced several referential questions that may have flexible answers. And the students needed some time to think and organize the answer. During question-answer interaction, the chances of communication between the teacher and the students are increased. It can be seen that the referential questions can offer more chances for the teacher and the students to communicate.The table 1 shows that 8 teachers totally raise 112 (67.1%) display questions and 55 (32.9%) referential questions. In English major classes, display questions are used more frequently than referential questions. It can be seen that the teacher prefer to ask display questions rather than referential questions.3.2 Strategies of teacher questioningAs a significant part of the classroom activities, questioning is seen as an art in classroom by many teachers. Asking questions and using appropriate strategies in classrooms could stimulate students’thinking. Of the four question types, prompting strategy usually is used whenstudents fail to respond. Sometimes, students may fail to present correct responses in that their answers are insufficient. Then teachers could get detailed responses from them through probing. Probing and prompting are much difficult to tell, so here are two examples:Example 4: promptingT: Shelly, would you like to say something about paragraph 4~7? What should we fill?S: Benefits or types.T: Ok, I’d like you to pay attention to the first sentence in the paragraph 4.S: OriginsT: Yes, origins. Good, thank you. Good idea!Example 5: probingT: Do you like learning?S: Yes, I enjoy.T: Ok, you really enjoy learning. What about, er, have you ever felt bored sometimes?S: Sometimes I felt boring when there is some homework and some exams.T: Ok, in this case how do you usually overcome the difficult?S: Travel a lot.T: Yeah, that is a good idea to get rid of boredom.In the above examples, the teacher uses a series of questions to lead students to give some further answers in order to deepen the discussion. Generally speaking, the teacher provides students more opportunities to express their own thought by using why, what and how in succession. During the process of probing, it can help students develop and enhance their ability of input and output.Table 2 shows that the teachers do not use the questioning strategies to deal with all the questions. For the 167 questions, the questioning strategies are used 103 times. From table 2, it can be seen that the teachers have the preference to use the redirecting strategy and probing strategy. These two strategies occupy 31.2% and 35.9% of all questioning strategies. In addition25.2% of the students consider that self-explaining is applied, and 7.8% of the students believe that prompting is used. It is fit the result of students’interviews. The students who are interviewed said that in their class, redirecting and probing strategy were used more frequently.The strategies used in classroom questioning are significant aspects of language classroom interaction. Questioning strategies mean the teacher accomplishes a certain task by using the science, art or skill in classroom teaching. To be more precise, it refers to the way those teachers applying the questions to elicit or encourage their students to output the target language.Ⅳ. ConclusionIn the field of second language acquisition in classes, teacher questioning has been a hot issue for long. This study focuses on teacher questioning in English major classrooms. The collected data are the videos of effective teachers in English major classrooms. By studying their classes, some results can be found: 1)The teachers apply teacher questioning frequently in English major classrooms, and the number of display questions is slightly larger than that of referential questions.2)The questioning strategies which the teachers use most are redirecting and probing.Though great efforts were paid, there are still limitations in this paper. For instance, since the videos this paper studied are from a teaching contest, the teachers and the students are not familiar with each other. The authors make two suggestions for further research: Firstly, the non-verbal interactions could be considered in further study. The information delivered through non-verbal acts is abundant. Elements like facial expressions and gestures can also be taken into consideration. Secondly, the present research is small-scaled, and the further study may investigate more samples.【References 】［1］Nunan, D. 1990. The Questions Teachers Ask［J］.JALT, 12.[2] Long, M. H., Sato, C. J. 1983. Classroom Foreigner Talk Discourse: Forms and Functions of Teachers’Questions［C］//H. W. Seliger, M. H. Long, Classroom Oriented Research in Second Language Acquisition. Newbury House.[3] Pica, T., Long, M. 1986. The Linguistic and Conversational Performance of Experienced and Inexperienced Teachers［M］.New York: Newbury House.[4] Nunan, D. 1987. Communicative Language Teaching: Making it Work［J］.ELT Journal, 3.[5] Ornstein, A. 1988. Questioning: The Essence of Good Teaching ［J］.NASSP Bulletin, 2.。

教师提问研究综述[5篇范例]第一篇：教师提问研究综述[摘要] 提问作为一种常用的教学方法，已经有很长的历史。

近年来随着教学问题逐渐聚焦于真实的课堂，提问受到很大的关注。

通过对国内外有关教师提问的研究的分析后发现: 教师提问的理论研究主要集中在提问的功能与作用、艺术与技术两大方面；教师提问的实证研究主要集中在提问的数量、分类、教师的候答方式、教师的反应四大方面。

继而对已有的研究进行了总结与反思。

[关键词] 教师提问研究综述在课堂教学上，提问是一种常用的教学方法,对它的研究可以追述到2000多年前孔子的“启发式”提问和苏格拉底“产婆式”提问，他们用提问成功地引导学生学习，至今为人称颂。

近几年教学问题聚焦在真实的课堂，关注教师怎么教和学生怎么学①。

课堂提问是教学中最重要的部分之一，也是课堂互动最经常使用的形式之一，因此受到许多研究者关注。

本文旨在对国内外有关教师提问的研究做一些总结与分析，希望对教师有些帮助。

一、教师提问的理论研究(一)提问的功能与作用国内外许多研究者对提问的功能与作用提出了各自的建议。

具代表性的有: 1967年心理学家帕特等调查190个小学教师后总结提问的5种作用。

1973年，特纳列出了提问的12种功能。

美国教学论专家L.H.克拉克和Ls.斯塔尔则认为课堂提问有19种功能。

威伦(William Wilen)、爱仕拉尔(MargaretIshler)、凯茨沃特(Richard Kindsvater)等学者归纳出提问的5种作用。

瑞格查询了36名教师提供的材料中，归纳出提问的12种作用。

国内学者姚安娣指出: 提问作用有7种作用。

宋振韶等人指出提问有10种作用。

以上诸人的结论均具有相当大的广泛性和包容性。

从中可以看出提问的功能和作用主要是表现在两个方面。

对教师来说，提问可以引导教学，突出学习的重点；检查教学，检查不同层次的学生已经掌握和未掌握的内容，技能的程度，检查学生的能力、态度和倾向，揭示学生的心理过程；补救教学，帮助教师作为改进教学的参考，改变教学的内容、方式、进度等；诊断教学，诊断妨碍学生学习的特殊困难；管理教学，管理学生学习及教室秩序，形成合适的学习环境；评价教学，了解教学效果，为后续的教学提供指导。

初中英语语法教学国内外文献综述怎么写写初中英语语法教学国内外文献综述，你需要按照以下步骤进行：一、引言在引言中，简要介绍初中英语语法教学的重要性和意义，以及进行文献综述的目的和意义。

说明本文将全面梳理国内外相关文献，总结初中英语语法教学的现状、研究成果和发展趋势，为教学实践提供理论支持。

二、国内研究现状该部分重点介绍国内对初中英语语法教学的研究情况。

可以从以下几个方面展开：1. 教学理念与模式介绍国内初中英语语法教学的主要理念和模式，如“情景教学法”、“任务型教学法”等在实际教学中的应用情况。

2. 教学方法与策略总结国内教师在初中英语语法教学中采用的方法和策略，如归纳法、演绎法等，分析其优缺点。

3. 教学评价与反思分析国内初中英语语法教学的评价标准和方法，探讨教师在教学中存在的问题和反思。

三、国外研究现状该部分重点介绍国外对初中英语语法教学的研究情况。

同样可以从以下几个方面展开：1. 教学理念与模式介绍国外初中英语语法教学的主要理念和模式，如“交际教学法”、“内容教学法”等在实际教学中的应用情况。

2. 教学方法与策略总结国外教师在初中英语语法教学中采用的方法和策略，如CLT、TBL等，分析其优缺点。

3. 教学评价与反思分析国外初中英语语法教学的评价标准和方法，探讨教师在教学中存在的问题和反思。

四、对比分析该部分对国内外的初中英语语法教学研究进行对比分析，找出异同点，分析原因，并指出可以相互借鉴之处。

五、发展趋势与展望在总结前文的基础上，分析初中英语语法教学未来的发展趋势和展望，提出自己的见解和建议。

六、结论在结论部分，总结本文的主要观点和结论，强调初中英语语法教学的重要性和改进的必要性。

同时指出本综述的局限性，以及对未来研究的建议和展望。

毕业论文文献综述小学英语教育小学英语课堂中有效提问的研究与实践一、引言课堂提问是教师落实教学计划和进行课堂活动的纽带，也是向学生输入语言信息的一种途径。

在小学英语课堂教学中，提问具有“集中学生注意，激发学生学习兴趣，启迪学生思维，锻炼学生表达能力，提供反馈信息”的教育功能。

提高课堂提问的有效性是加强课堂教学质量的一个关键因素。

有效的提问不仅可以启迪学生的思维，培养学生的认知能力、分析能力和创新能力，还有助于发挥教师的主导作用，调节教学进程，及时检查学生的学情，提高课堂教学的有效性。

但是目前小学英语课堂中，教师的提问存在着种种不足：问题含糊不清，目的不明确；问题机械重复，缺少趣味性；问题难度过高，学生难以回答；为了提问而问，缺少真实性和交际性；问题限定于课本、课堂，束缚学生思维；提问对象集中在优秀学生，忽视后进学生……究其原因，教师的教学技能，提问的技巧、艺术和时机等都可能造成课堂提问的不足。

但最根本的原因是教学观念落后：其一，教师关注教学内容的落实，很少有教师关注学生的学习兴趣、学习状态，忽略了学生的主体性。

其二，教师仍在教学中掌握着主动性和权威性，追求单一、标准化的答案。

这样就限制学生的创造力和想象力等思维，使其停留于教材或某一节课，难以把外语运用到实际生活中或其他方面。

由此可见，教师必须改进教学观念，提高先进教学理念，有效提问，使课堂提问发挥应有的魅力和作用，培养学生英语学习兴趣，启迪智慧，开拓思维。

笔者通过各种英语教学的书籍、期刊、杂志、视频、网络，收集并仔细阅读了大量的文献资料，来对本课题进行研究探讨。

比如浙江省2005、2006、2007年度小学英语课堂教学评比的视频，北京师范大学出版社出版的英语课程标准(实验稿)解读，BCIT LEARNING AND TEACHING CENTRE编写的Using Classroom Questions Effectively和Kathleen Cotton编写的Classroom Questioning等。

我国小学英语教师课堂提问研究文献综述（2004-2019年）摘要：研究主要采用文献法，紧紧围绕着小学英语教师课堂提问的问题及原因研究、以及小学英语教师课堂提问的策略两个内容展开。

对中国知网上近十五年有关小学英语教师课堂提问的相关研究成果进行了较为全面的整理。

研究发现，虽在很早之前就有学者对课堂提问进行了研究，但针对具体学科的研究仍然很少。

近几年关于英语学科的研究呈现逐步增多趋势，但大部分是以高校课堂为研究对象，关于小学英语教师课堂提问的研究并不是很多。

研究建议在未来研究中应更多的关注小学生，对小学英语教师课堂提问进行多维度、多视角的全面而系统的研究。

关键词：小学英语教师；课堂提问;文献综述一、引言提问作为课堂教学最常使用的技巧之一，在很大程度上影响着课堂教学的质量，对教学的效果起到举足轻重的作用。

2011版《义务教育英语课程标准》中明确指出，小学阶段的英语学习学生要“能听懂课堂活动中简单的提问。

”[1]研究采用了文献法，以小学英语教师课堂提问为名，在中国知网上检索了近十五年来有关小学英语教师课堂提问的研究相关文献，结果共检索论文173篇，其中期刊论文167篇，硕士学位论文6篇。

近十五年来我国小学英语教师课堂提问的进展如何，有待学界对其做出阶段性回顾。

二、小学英语教师课堂提问的问题及原因研究通过对相关研究的整理。

小学英语教师课堂提问存在的问题及原因是从提问类型、提问对象、提问反馈等方面展开。

（一）有关提问类型的研究提问是英语教师在课堂上常使用的一种重要的教学手段。

通过提问，教师可以对学生学习情况进行检测，帮助学生巩固课堂知识，同时促进学生思维发展。

在课堂提问中，教师提问类型的研究一直受到国内学者的关注。

苏翠英（2014）采用课堂观察法对三名英语实习教师进行调查，结果发现，“依据 Bloom 六类课堂问题的划分标准，实习师范生在课堂教学中更多地选择使用只能引发学习者较低层次思维活动的知识型、理解型及应用型问题，而较少使用能使学习者产生较高认知层次思维活动的分析型、综合型及评价型问题。

英语教学热点问题研究之文献综述上海福山外国语小学方建华摘要：本文通过文献阅读，呈列了当前英语教学中的主要观点。

内容分四大部分，即，英语教学宏观策略、阅读教学研究、英语有效教学研究、英语教学中学生活动的研究。

关键词：宏观策略，阅读教学，有效教学，学生活动前言随着教改的逐步深入，英语教学领域也呈现各种思想交汇、各个学派共融的局面，广大基础教育领域的英语教学实践者——英语教师们在具体教学实践中学习、领会和贯彻这些教学理念，并从实践中积累了不少的经验，他们的文章与英语教学学者们的专业学术文章一起呈现在各大英语教学期刊、报纸、专著中，使我们一线的英语教师也能分享学人们高屋建瓴的真知灼见，也能阅读到诸多的教学案例分析，激发自己教学的灵感。

由于近期在自己的教学中比较关注三个方面的信息，即英语教学的有效性、英语语篇教学的策略、英语教学中活动设计，本篇综述可以看作是这三个专题的综合，这些也是当前英语教学的热点问题；同时，在查阅文献过程中，也注意到当前英语教学中还有不少―大是大非‖的问题，尚存在于争论中，而这些争论的话题也涉及到我关注专题的展开，所以在此一并搜集，并作为本综述的第一部分呈列。

第一部分：英语教学宏观策略英语教学中的新思维推动着英语教学的发展，但旧学说并不因此被抛弃，相反，在两者的博弈中，旧学说一样被很多学者一再提起。

清华大学外语系崔刚教授非常关注语言学习策略的研究，他在《语言学习策略研究述评》（基础教育外语教学研究, 2008(7): 25-31）一文中介绍了学习策略的不同定义，并与学习风格进行了比较，提出了七大类的语言学习策略，介绍了成功语言学习者的五大特征，详细分析了影响策略选择的因素、语言学习策略的教学、学习策略的层次性等内容，最后指出了未来研究的三个方向：如何根据学习风格使用和调整学习策略、第二语言和外语学习者学习策略使用方面的差异、计算机在语言学习策略研究中的作用。

英语教学已有诸多教学法得到实验和应用，吉林师范大学王金波教授就在《从中西外语教学法的发展角度看我国外语教学法应抓住的特点》（基础教育外语教学研究, 2008(6):24-26）介绍了多种教学法的起源，如语法翻译法、直接法、阅读法、听说教学法、情景语言教学法、全身反应教学法、沉默教学法、自然教学法等，在此文中，他还阐述了我国外语教学的发展的几个方面，如综合教学目标、语言内容和功能、以学生为中心的多边互动、知识多元化、语言包容、对母语趋向折中、外语教学法的多元交叉、规范研究等。

英语教学法文献综述范文模板例文教学法是指教师在教学过程中所采用的方法和策略。

在英语教学中，选择合适的教学法对于学生的学习效果至关重要。

本文将综述一些英语教学法的研究，并提供一个范文模板作为参考。

一、直接法直接法是指在教学中直接使用目标语言进行交流和教学。

这种教学法强调了语言的实际运用，通过模仿和表演等方式提高学生的口语表达能力。

研究表明，直接法能够帮助学生更快地掌握语言，提高他们的交际能力。

范文模板：直接法在英语教学中的应用直接法是一种有效的教学法，它能够帮助学生更好地掌握英语。

直接法强调了语言的实际运用，通过让学生直接使用目标语言进行交流和教学，提高他们的口语表达能力。

在直接法中，教师扮演着引导者的角色，通过示范和激励，鼓励学生运用英语进行沟通和表达。

在课堂上，教师可以设计各种情景，让学生在实际交流中学习语言。

比如，教师可以组织角色扮演活动，让学生扮演不同的角色，使用英语进行对话。

这种方式可以激发学生的兴趣，提高他们的口语表达能力。

研究表明，直接法对于学生的学习效果有积极的影响。

通过直接使用目标语言进行交流，学生能够更快地掌握语言。

此外，直接法还可以提高学生的交际能力，培养他们的语言思维能力。

总之，直接法是一种有效的英语教学法。

通过直接使用目标语言进行交流，学生可以更好地掌握英语。

教师在教学中可以运用各种情景，激发学生的兴趣，提高他们的口语表达能力。

因此，在英语教学中应该广泛采用直接法。

二、交际法交际法是指在教学中注重学生的交际能力培养。

这种教学法强调学生的实际应用能力，通过情境交际和真实对话等方式提高学生的语言交际能力。

研究表明，交际法能够激发学生的学习兴趣，提高他们的语言运用能力。

范文模板：交际法在英语教学中的应用交际法是一种有效的教学法，它能够帮助学生更好地掌握英语。

交际法强调了学生的交际能力培养，通过情境交际和真实对话等方式提高学生的语言交际能力。

在交际法中，教师注重创造一个真实的语言环境，激发学生的学习兴趣。

小学中低年级英语教学中教师课堂提问现状的研究一、本文概述Overview of this article本研究旨在深入探究小学中低年级英语教学中教师课堂提问的现状。

通过对课堂提问的深入研究，旨在理解教师在课堂上的提问策略、提问类型、提问频率以及提问效果等，以期为提高小学英语教学质量提供有益的参考。

在当前的教育背景下，随着新课程改革的推进和英语学科核心素养的提出，教师的课堂提问能力显得尤为重要。

有效的课堂提问不仅能够激发学生的学习兴趣，提高学生的英语表达能力，还能促进学生的思维发展和自主学习能力的提升。

This study aims to explore the current situation of teacher questioning in English teaching for middle and lower grades in primary schools. Through in-depth research on classroom questioning, the aim is to understand the questioning strategies, types, frequencies, and effects of teachers in the classroom, in order to provide useful references for improving the quality of primary school English teaching. In the currenteducational context, with the advancement of the new curriculum reform and the emergence of core competencies in the English subject, the ability of teachers to ask questions in the classroom is particularly important. Effective classroom questioning can not only stimulate students' interest in learning, improve their English expression ability, but also promote their thinking development and enhance theirself-learning ability.本研究将综合运用文献研究法、观察法、问卷调查法和访谈法等研究方法，收集并分析相关数据。

英语课堂提问策略研究文献综述刘炎鸽，刘珍洁，林雪花，秋国源绪论摘要：随着21世纪新型教育法的出现，出现新课程研究，旨在丰富课堂教育，加强学生参与性和课堂提问的积极性。

本文通过对英语课堂提问策略的研究，学生的学习方法，对老师的态度，旨在解决英语课堂出现的问题，从而改善教育，加强提问。

在梳理上述研究成果的同时，从理论上把零散的研究成果系统化，从实践上拓宽研究思路和方法。

关键词：英语课堂、学生积极性、鼓励刺激引言：在研究英语课堂教学中发现, 有时在教师提问之后, 原本期待学生能够积极响应的课堂却出现尴尬的沉默, 或者发言者寥寥, 根本没有达到预期的教学效果。

在课堂教学中, 如何能够做到一问百应, 充分调动学生参与课堂教学的积极性, 已成为众多英语教师关注的话题。

我们认为, 教师在设计课堂提问时应该有意识地引导学生去发现、解决疑难问题。

教学实践证明, 教师只有结合学生的心理特点和教学内容, 优化课堂的提问方式, 讲究课堂提问艺术, 才能充分调动学生参与课堂教学的积极性。

通过中国知网文献查阅，结合过期报刊杂志，研究现当代学生的学习方式，我们发现通过改善英语课堂提问策略，可以有效调动学生学习积极性，从而达到丰富课堂的目的。

随着素质教育教学的推进，提高课堂教学实效，培养学生的综合素质，已经成为素质教育中最具活力的话题。

为适应课程改革，推进素质教育，培养和提高学生获取新知识的能力，分析、解决问题的能力和创造力，把学生从枯燥的教学中解放出来，就有必要建立一种适合学生主动发展的教学方法。

一、课堂教学提问的过程一个完整的课堂提问过程, 包括以下四个阶段:第一阶段, 置境阶段。

教师用指令性语言设置问题情景, 由讲解转入提问, 使学生在心理上对问题有所准备。

第二阶段, 置疑阶段。

教师用准确、清晰、简明的语言提出问题后, 给学生留有思考时间, 然后根据学生的具体情况, 结合教学经验再要求学生回答。

第三阶段, 诱发阶段。

如果学生对所提问题一时回答不出来, 教师要以适当的方法鼓励、启发、诱导学生进行思索, 找出比较满意的答案。

论文题目：中职学校英语课堂教师提问的调查研究A Survey of Teacher Questioning in English Classes of Secondary V ocational Schools一、研究问题与文献综述（研究背景与问题、相关文献综述、主要参考文献）1. 研究背景与问题教师的提问是课堂教学尤其是英语课堂教学中非常重要的组成部分,有效的提问能够促进学习者的语言输出，提高学生的独立思考能力，可以强化学生英语语言表达能力，促进英语思维的发展；还可以激发学生的学习兴趣，使学生的注意力更集中，最终改善学习效果。

我国传统的课堂提问过程中,许多课堂提问流于形式，根本不讲究艺术，出现了一些提问的误区。

课堂中的低效提问造就了低效的课堂教学。

课堂程序的核心是教师的提问，学生的回答，然后是教师对学生的回答做出反映。

（贝拉克，1966）课堂提问被视为有效教学的核心的原因可归纳为如下：课堂提问，可以激发学生的求知欲望，启发学生的思维；课堂提问，可以帮助学生掌握重点，突破难点；课堂提问，可以作为组织教学的手段，藉此充分发挥教师的主导作用和学生的主体作用，创造交互式的课堂教学。

中职英语课程的总目标是在九年制义务教育基础上，帮助学生进一步学习英语基础知识，培养听、说、读、写等语言技能，初步形成职场英语的应用能力；激发和培养学生学习英语的兴趣，提高学生学习的自信心、帮助学生掌握学习策略，养成良好的学习习惯，提高自主学习能力；引导学生了解、认识中西方文化差异，培养正确的情感、态度和价值观。

（中等职业学校英语教学大纲，2009）根据中职学生认知能力发展的特点和学业发展的需求，中职英语课程应强调教学要以学生为本，发挥学生的自主性，建立融洽的师生互动关系，培养学生积极的情感和态度，激发学习兴趣，鼓励学生积极尝试、勇于实践，体验成功，树立自信心。

教学要注重培养学生语言综合应用能力，依据教学目标，结合教学内容与要求，设计符合学生实际、目的明确、操作性强的课内外教学活动。