课堂提问对大学英语“教-学”耦合系统范式的实践验证——以兰州城市学院为例  

Practical Verification of the College English Teaching-learn Coupling System Paradigm by Classroom Questioning——taking Lanzhou City University as Example

作　　者：张美玲[1] 苏云华[1] 

机构地区：[1]兰州城市学院外国语学院,甘肃兰州730070

出　　处：《甘肃高师学报》2012年第6期86-90,共5页Journal of Gansu Normal Colleges

基　　金：甘肃省教育科学"十一五"规划重点课题"基于自主学习理论的大学英语课堂提问互动机制及其策略研究"(GS[2010]GXZ009);兰州城市学院2010年度教学研究项目(2010-02)

摘　　要：课堂提问对大学英语"教-学"耦合系统范式的实践验证结果表明:教师课堂提问中的展示性问题明显多于参考性问题;四种课堂提问策略中,自我解释和重复使用率高,但激励和诱导成功率最高;在IRF,IRFR,I1R1(InRn)F和IR1F1(RnFn)四种课堂互动模式中,IRF模式是主导模式;正面反馈在教师反馈的三种模式中居支配地位;学生课堂提问的作用日益凸显。优化大学英语课堂提问的互动策略、机制与模式,是大学英语理论界和实践界肩负的时代使命。The classroom questioning practice in Lanzhou City University made the college English teaching-learn coupling system paradigm into realized. It suggests that： Teachers are using more display questions than referential ones. Among four kinds of strategies, self-explaining and repeating are the more frequently used ways, while prompting and probing are effective ones. Among IRF, IRFR, I1R1 （InRn）F, and IR1FI（RnEn） different discourse patterns, the IRF pattern is the dominant one. Among three different patterns of Teachers＇ Feedback, the positive feedback is the dominant one. The role of students＂ classroom questioning is increasingly prominent. How to optimize the college English classroom questioning interactive strategy, mechanism and mode, is the era mission of the college English theorists and practice world.

关 键 词：课堂提问 大学英语 教学耦合系统范式 实践验证 

分 类 号：G642.421[文化科学—高等教育学]