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提問(wèn)序列與學(xué)習(xí)空間拓展行動(dòng)研究

包郵 提問(wèn)序列與學(xué)習(xí)空間拓展行動(dòng)研究

作者:劉傳江
出版社:廈門(mén)大學(xué)出版社出版時(shí)間:2021-10-01
開(kāi)本: 其他 頁(yè)數(shù): 333
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提問(wèn)序列與學(xué)習(xí)空間拓展行動(dòng)研究 版權(quán)信息

  • ISBN:9787561571774
  • 條形碼:9787561571774 ; 978-7-5615-7177-4
  • 裝幀:一般膠版紙
  • 冊(cè)數(shù):暫無(wú)
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提問(wèn)序列與學(xué)習(xí)空間拓展行動(dòng)研究 內(nèi)容簡(jiǎn)介

本書(shū)為外語(yǔ)課堂教學(xué)領(lǐng)域的研究專(zhuān)著,關(guān)注教師課堂提問(wèn)的設(shè)計(jì)與實(shí)施的效率問(wèn)題。全書(shū)分為8個(gè)章節(jié),根據(jù)教育學(xué)界的“提問(wèn)序列”(questioning sequences)和“學(xué)習(xí)空間”(the space for learning)兩個(gè)新近理論概念,開(kāi)展一個(gè)學(xué)期內(nèi)開(kāi)展三輪行動(dòng)研究以及小組訪談、問(wèn)卷調(diào)查求證在課堂教學(xué)中使用提問(wèn)序列來(lái)創(chuàng)設(shè)學(xué)習(xí)空間的影響因素。研究者在總結(jié)本研究主要發(fā)現(xiàn)的基礎(chǔ)上,提出了對(duì)課堂教學(xué)研究、教師提問(wèn)實(shí)踐和教材提問(wèn)設(shè)計(jì)等方面的啟示,指出了研究存在的不足之處,并對(duì)將來(lái)的研究做出了展望。

提問(wèn)序列與學(xué)習(xí)空間拓展行動(dòng)研究 目錄

List of Abbreviations
List of Tables
List of Figures
Chapter 1 Introduction
1.1 Motivation for the study
1.1.1 Importance of teacher questions in classroom instruction
1.1.2 Ineffective teacher questions due to lack of explicit goals
1.1.3 Neglect of instructional objectives in research on teacher questions
1.2 Rationale for the study
1.2.1 Questioning sequences
1.2.2 Learning space
1.3 Overview of the action research
1.4 Structure of the dissertation
Chapter 2 Literature Review
2.1 Taxonomies of teacher questions
2.1.1 Taxonomies based on forms
2.1.2 Taxonomies based on functions
2.1.3 Taxonomies based on multiple dimensions
2.2 Research on language teacher questions
2.2.1 Interaction analysis
2.2.2 Discourse analysis
2.2.3 Conversation analysis
2.3 Questioning sequences as units of planning and analysis
2.3.1 Questioning sequences as sequences of questions
2.3.2 Questioning sequences as a series of core and processing questi
2.3.3 Questioning sequences as the framework for a unit
2.4 Leaming space as the measure of questioning sequences
2.4.1 Learning as the experience of variation
2.4.2 The object of learning
2.4.3 The critical aspects of the object of learning
2.4.4 Ways to create the space of learning.
2.5 Questioning sequences for the extension of L2 learning space
2.5.1 The objects of learning of a language course
2.5.2 Questioning sequences in the light of L2 learning space
2.6 Summary
Chapter 3 Methodology
3.1 Preliminary work
3.1.1 Context
3.1.2 Procedures
3.1.3 Findings
3.1.4 Summary
3.2 Action research
3.2.1 Action research in language teaching
3.2.2 A proactive/structured action research design
3.2.3 Interactional organizations as a tool for reflection
3.3 Research design
3.3.1 Research questions
3.3.2 Participants
3.3.3 Procedures
3.4 Data collection and analysis
3.4.1 Data collection and analysis during AR
3.4.2 Data collection and analysis after AR
3.5 Validity concerns and ethical issues
3.6 Summary
Chapter 4 First Cycle of Action Research
4.1 Focusing
4.2 Planning
4.3 Implementing
4.3.1 Identifying the objects of learning
4.3.2 Designing questions
4.3.3 Enacting questions
4.4 Evaluating
4.4.1 Students' learning logs
4.4.2 Peer observation feedback.
4.4.3 Group discussion notes
4.4.4 Stimulated reflection journals
4.4.5 Implications
Chapter 5 Second Cycle of Action Research
5.1 Focusing
5.2 Planning
5.3 Implementing
5.3.1 Identifying the objects of learning
5.3.2 Designing questions
5.3.3 Handing out the questions as a guide for preview
5.3.4 Enacting questions
5.4 Evaluating
5.4.1 Students' learning logs.
5.4.2 Peer observation feedback.
5.4.3 Group discussion notes
5.4.4 Stimulated reflection journals
5.4.5 Implications
Chapter 6 Third Cycle of Action Research
6.1 Focusing
6.2 Planning
6.3 Implementing
6.3.1 Identifying the objects of learning
6.3.2 Designing questions
6.3.3 Incorporating student questions
6.3.4 Enacting questions
6.4 Evaluating
6.4.1 Students' learning logs
6.4.2 Peer observation feedback.
6.4.3 Group discussion notes
6.4.4 Stimulated reflection journals
6.4.5 Implications
Chapter 7 Further Discussion
7.1 Design and implementation of teacher questions
7.1.1 Identifying appropriate instructional objectives
7.1.2 Sequencing questions by varying acts and contents
7.1.3 Adapting design and implementation based on reflections
7.2 Contributions to student learning
7.2.1 Development of autonomous learning
7.2.2 Improvement of text comprehension
7.2.3 Increased willingness to participate
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