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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2023-12-20编辑:vicky点击率:521
论文字数:49666论文编号:org202312121605395248语种:中文 Chinese地区:中国价格:$ 33
摘要:本文是一篇英语阅读论文,本研究采用质性分析工具Nvivo11,对高中英语阅读课中的教师提问进行研究。研究主要聚焦于教师提问的三个组成环节,分别是提出问题,获取答案和进行理答,然后从中选取观测点,探究如何利用教师提问帮助学生进入深度学习。
Chapter Two Literature Review
2.1 Teacher Questioning
2.1.1 Definition of Teacher Questioning
Teacher questioning plays an important role in classroom teaching, because it is one of the most common teaching techniques, the main way for teachers and students to interact with each other in the classroom and an important part of teacher talk (Richard & Lockhart,1996; Dong Ming, 2019; Ma Yuhui, Xia Xueying & Zhang Wenhui, 2021).
There is a lot of research on teacher questioning and the definition on teacher questioning can be divided into two categories. For example, some researchers defined teacher questioning from the its form. Wu Xiaoming (2013) defined teacher questioning in English reading classes as a kind of discourse, which teachers can use to help students understand the reading materials through question answering. And other researchers defined teacher questioning from its function. Pan Xiaolin (2010) believed teacher questioning is a crucial component in teacher talk and an important tool in language classes. Meanwhile, teacher questioning can be helpful for students’ thinking achievements (Wragg & Brown, 2001; Yang Lifang, 2015; Li Jing, 2019). Nunan (1990) mentioned that teacher questioning is a very important tool for classroom organization and management; Ye Lijun and Zhou Lifang (2012) argued that teacher questioning is the center of many teaching activities and evaluation, and the effective teacher questioning can cultivate students’ problem awareness. In addition to these common definitions, there is a very important role of teacher questioning for the second language acquisition classroom. Teacher questioning can provide comprehensible input for students. By asking questions, teachers not only engage students in communication, but also prompt them to adjust their language (Richard & Lockhart, 1996; Pan Xiaolin, 2010). So, it can be seen that teacher questioning has multiple crucial roles in classroom. And it is closely related to students’ ability development and thinking improvement.
2.2 Deep Learning
2.2.1 Definition and Characteristics of Deep Learning
The concept of deep learning in the field of education was first proposed by Marton and Saljo (1976), who found in their experiments that the learning effect of those students who learned by rote learning is far worse than that of students who learned through intelligent memory. Therefore, they introduced two relative concepts, namely “deep learning” and “surface learning”. According to their research, deep learning is related to learners’ learning intention and interest. Besides, learners’ concern for the connections between the various parts of knowledge and hypotheses or beliefs about the structure of the problem or concept also affect their deep learning. Since then, deep learning has attracted many researchers’ attention. Entwistle (1991) proposed two important characteristics of deep learning, namely, the degree of understanding and the degree of interpreting of learning content. These characteristics are from a micro level, and there are researchers who define deep learning from a broader perspective. For example, Bentz (1992) suggested that a deep learning experience is one that includes emotion, intelligence, mentality, physical movement, s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。