“思考-结对-发言”提问模式在外语课堂中的成效研究  

A Study on the Effectiveness of Using “Think-Pair-Share” as a Model of Asking Students Questions in Foreign Language Classrooms

作　　者：苏翊翔[1] 

机构地区：[1]福州大学外国语学院/福州大学跨文化话语研究中心,福建福州350116

出　　处：《山东外语教学》2017年第2期42-50,共9页Shandong Foreign Language Teaching

基　　金：福州大学校社科启动基金“合作学习模式下外语教师与学生的共同发展”(项目编号:13SKQ17)的部分成果

摘　　要：课堂提问焦虑在外语教学领域备受关注。本研究采用定量和定性研究法,在精读课和文学选读课引入"思考-结对-发言"(Think-Pair-Share)课堂提问模式,对"教师提问—一次一个学生回答"的传统模式进行改革。实验结果表明:"思考-结对-发言"提问模式对于降低课堂发言焦虑效果显著,而且有助于营造良好的课堂学习环境、提高课堂学习成效。Speaking-in-class anxiety is an issue of much concern in the field of foreign language learning and teaching. In this empirical study, which combines quantitative and qualitative research, the traditional ＂Teacher-question/One-student-respond-at-a-time Format＂ is replaced by ＂Think-Pair-Share＂ in the cour- ses of Intensive Reading and Selected Readings in Literature, as a new model of asking students ques- tions in class. Results show that ＂Think-Pair-Share＂ is an effective model in lessening students＇ speak- ing-in-class anxiety when they are called upon to answer questions, and it is also conducive to building a more favourable classroom learning environment and enhancing classroom learning.

关 键 词：思考-结对-发言 课堂提问焦虑 课堂学习环境 

分 类 号：H319[语言文字—英语]