1、1有效的小學英語課堂提問有效的小學英語課堂提問孫艷艷2主要內容主要內容一、為什么要在課堂中提問？二、什么是有效的課堂提問？提問的類型有哪些？三、課堂提問的作用是什么？四、小學英語課堂提問中存在的問題？五、課堂提問的方法有哪些？六、課堂提問的策略是什么？七、如何培養學生的提問能力 ？3n我國教育家陶行知先生曾說過，“發明千千萬，起點是一問。”n愛因斯坦也說過：“提出一個問題比解決一個問題更為重要。”一、為什么要在課堂中提問？一、為什么要在課堂中提問？4Discussion n課堂教學中什么時候你會提問？課堂教學中什么時候你會提問？n你會提什么類型的問題？你會提什么類型的問題？n請舉例說明。請舉例

2、說明。51. 引起學生注意，激發學習興趣引起學生注意，激發學習興趣2. 引導內容理解引導內容理解3. 回憶學習內容，引導進一步思考回憶學習內容，引導進一步思考4. 發現問題及時檢查發現問題及時檢查5. 實現互動交流提高口語表達實現互動交流提高口語表達6二、什么是有效的課堂提問？二、什么是有效的課堂提問？1. 提出更少的問題。提出更少的問題。2. 提出更好的問題。提出更好的問題。3. 提問要有一定的深度。提問要有一定的深度。4. 提問要有廣度。提問要有廣度。5. 有合適的等候時間。有合適的等候時間。6. 面向適當的學生。面向適當的學生。71. 根據問題的形式分類：根據問題的形式分類：na.Yes

3、/no問題。nb.選擇性問題。nc.Wh-問題。nd.How/why問題。提問的類型有哪些？提問的類型有哪些？82. 根據提問的目的與要求分類：根據提問的目的與要求分類：na.引導性提問nb.強調性提問nc.鞏固性提問93. 根據英語課堂教學的順序和環節分類：根據英語課堂教學的順序和環節分類：na.新課導入時的提問nb.授課過程中的提問nc.總結性提問104. 根據答案的伸縮性分類：根據答案的伸縮性分類：nclose/open questionsn封閉性問題/開放性問題nconvergent/divergent questionsn聚合性問題/發散性問題ndisplay/referential

4、 questionsn展示性問題/參考性問題115. 根據問題的難度分類：根據問題的難度分類：nlow-level/high-level questionsn淺層問題和深層問題n淺層問題側重記憶和信息再現。n深層問題超出記憶和事實性信息的范圍，要求學生進行復雜的、抽象的思維，能對材料進行分析、綜合、評價，并且具有相對較高的解決問題的能力。12三、課堂提問的作用是什么？三、課堂提問的作用是什么？1教師互動式的提問教師互動式的提問- 有效形成和諧的師生關系。有效形成和諧的師生關系。n例如：一位教師在教授動詞過去式時是這樣引入的。 We have just had a long holiday, w

5、hat is it? Yes, it was the National day. I believe that you had a good time. For me, I went to Hong Kong with my friends. And we did a lot of interesting things there. Do you want to guess what I did there? n接下來教師又問到： I enjoyed myself in Hong Kong. How about you? Where did you go and what did you do

6、 there? Lets share! . 132教師激趣式的提問教師激趣式的提問- 有效激發學生學習的興趣有效激發學生學習的興趣 。n例如：一位老師在嘗試閱讀教學時是這樣做的。老師將閱讀材料的名稱定為“ Chicken girl ”。不難看出老師試圖從名字上吸引學生的閱讀注意力。n一上課，老師就從 ppt 上顯示了一個叫做 Tracy 的女孩并提出問題： Today, were going to learn a story about this girl-Tracy. People usually call her Chicken girl. Why do we call her “Chic

7、ken girl” ?143教師懸念式的提問教師懸念式的提問- 有效訓練學生的思維能力。有效訓練學生的思維能力。n例如：老師通過讓學生閱讀故事的方式整理了人們在生活中接觸到的大量的食物方面的詞匯，總結出 some people like meat, some others like vegetable, and still some like sweets. We know that food is good. But doctors say that food is not good, what do you think of it? 15四、小學英語課堂提問中存在的問題？四、小學英語課堂提

8、問中存在的問題？I. Before asking- too many/dificult/easy/random questionsNot well-designed, carefully-planned questionsII. While asking- ask the questions not in a right time/way- not in the right speed, too quicklyIII. After asking- the too short waiting time- the wrong way of taking care of question-answe

9、ring- the feedback is not timely, positive enough- dont often encourage Ss to ask questions 16例例 1：nT: How are you?nS1: Im fine thank you.nT: What day is it today?nS2: Today is Friday.nT: Whats the weather like today?nS3: Its fine.nT: Do you like English?nS4: Yes, I do. I like it very much.n語言、情景不真實

10、。語言、情景不真實。17例例 2：nT: What day is it today?nS2: Its Wednesday.nT: Do you have any hobbies?nS2: Yes, I do. I like swimming.nT: Whats my hobby? Guess?nS3: I think you like dancing.n語言不真實，邏輯混亂。語言不真實，邏輯混亂。18例例 3：nWhen is Easter?nWhat is on the hat?nWhat do people give children?nWhats in the big eggs?nWhe

11、re do people celebrate Easter?n問題多而雜，主題不清。問題多而雜，主題不清。19例例 4：nWhat day is it today?nDo you want to see some pictures?nUnderstand?nAre you clear?nOk?n缺乏真實交際意義。缺乏真實交際意義。20例例 5：nCan you guess where is he from?nDo you know what is her name?nCan you tell me this passage is about what?nHow to say in Englis

12、h?nCan you make a sentence about “bag”?nAre you OK?n語言不規范。語言不規范。21案例分析案例分析小學英語課堂問與答存在的問題小學英語課堂問與答存在的問題n問題的設計要有層次、有梯度，要步步相因，環環問題的設計要有層次、有梯度，要步步相因，環環相扣，層層相遞；相扣，層層相遞；n要遵循從易到難、自簡至繁、由淺入深、由表及里要遵循從易到難、自簡至繁、由淺入深、由表及里的原則，一步一個臺階把問題引向深入。的原則，一步一個臺階把問題引向深入。 22【課堂案例【課堂案例1】n在一次英語展示課上，教師向學生展示了一幅圖片，圖片上是兩個小孩子，一個男孩，一個

13、女孩，在果實累累的蘋果樹下開心地握手，樹上的鳥兒似乎也為他們的友誼喝彩。教師讓學生觀察片刻后，看圖說話，師生的對話大致如下：nT: What about this picture? What do you see, Danny?nDanny: The picture is big. I can see a bird.nT: Yes, you are right. Can you see other things?nDanny: Oh! This is a girl, that is a boy.23nT: Yes. Who can help her to say something about

14、 the picture?nS1: The girl and the boy are standing under the tree.nT: Oh! Look carefully.nS2: This picture is beautiful.nT: Yes. But anything else?nS3: They are saying hello to each other.nT: OK!n nT: The girl has long hair, the boy has short hair. Can you see?nSs: Yes。24【課堂案例【課堂案例2】n在觀摩優質課教學PEP Bo

15、ok 7 Unit 4 Lets read中，有位教師一邊講解課文一邊連續問了以下問題：n1. Is this letter from whom? n2. Where does Alice live?n3. Whats Alice hobby? n4. Who is Alices twin sister?n5. Whats Anns hobby? 25n6. Who likes sports?n7. Who likes Art? n8. Who is “me” ?/Who is “you”?n9. Where does Liu Yun live in? n10. Does Liu Yun ha

16、s a sister or brother?n11. Whats Liu Yuns mom? n12. Whats Liu Yuns dad?n13. Whats his hobby? n14. Whats Liu Yuns hobby? 26【課堂案例【課堂案例3】n在教學“color”時，我們常會利用一些物品，進行以下的問答:nT: What color is the pencil?nS: Its yellow.27【課堂案例【課堂案例4】n在一節小學英語課上，教師教了句型Whats your name, please?My name is之后，展開了以下的對話練習。nT: Hi.Im M

17、iss Wu. Whats your name?n Ss: My name isnT: Ask and answer in pairs.nS1:Whats your name, please?nS2: My name is28【課堂案例】【課堂案例】n有一位教師在教授（牛津英語）6B The seasons時，與學生進行了如下對話：nT: Can you tell me something about the weather in summer in New York? Can you use your own words to say something?nS: The weather in

18、 New York is very hot.nT: Anything else?nS: Eh.nT: Is it as hot as in China?nS: Yes.nT: Good, sit down.29【課堂案例】【課堂案例】n有一位教師在教學(PEP小學英語)Module6 Unit2 Its in the north of China 時，讓學生聽兩遍錄音后，就向全體學生提出了一系列的問題。具體如下：na) Where did Ling- ling go?nb) When did she go?nc) Who did she go with?nd) Where is Xingjia

19、n?ne) What did she ride?nf) What mountain did she climb?ng) What lake did she visit?nh) Did she have a good time? 30【課堂案例】【課堂案例】n教Module6 Unit2 Its in the north of China.時，老師設計了以下四個問題：nA) Where did Lingling go? nB) Where is Xinjiang?nC) What mountain did she climb?nD）What have you learnt from the te

20、xt?31五、課堂提問的方法有哪些？五、課堂提問的方法有哪些？1. 導入新課時提問導入新課時提問 n例如：在教蘭金仁教授主編的兒童智能英語Book I Unit 24時，老師用提問導入新課。結合新課內容，設計了以下問題：n教師指著前兩課的圖片讓學生回答：nWhere is the boy? He is under the tree.nWhere is the rabbit? It is behind the tree.nWhat do you see under the tree?nThere is a flower under the tree.32n從學生的回答中逐步引出問句：nIs th

21、ere a flower under the tree?n并幫助學生回答：Yes, there is.n教師指物提問：nIs there a robber behind the tree?n學生答：Yes, there is.n這些都為新授內容作了鋪墊，并由此很自然地導入到新授內容：nIs there a TV in the room?332. 過渡處提問過渡處提問n例1：在教學Book Unit 1時，在教完本課單詞father, mother, elder brother, elder sister, photo, family后，要過渡到基本句子的教學，老師設計了以下問題：nWho is

22、 the man in the photo? /What is he?nWho is the woman in the photo? /What is she?nWho is the big boy in the photo? /What is he?nWho is the big girl in the photo? /What is she?nWho is the little boy? /What are you?n從這些問題很自然地過渡到基本句子：nHow many people are there in your family?34n例 2: 教師在教學NSE Book6 Modul

23、e5 Unit1時，要求學生會運用單詞“heavy、 light、 broken 、pocket、easy”等詞描述事物的特征。她通過創設情境利用過渡性問題順利地完成了教學任務，設計的過渡問題如下：n情境一：情境一：（叫兩位學生到講臺前提兩個事先準備好的重量不一的紅、黑色背包）T：I want to go to Fuzhou. Please bring the two bags for me .Can you ?n（學生1提包時肩膀歪一邊）Q1:Oh, is this red bag heavy ? （師用卡片呈現“heavy重的”同時幫助提包）并說：“Yes, its heavy.”， 教授

24、新詞匯heavy；用同一方法教授light。35n情境二：情境二：（師拿起紅背包并指著一口袋問）nQ2:Whats this ?(Its a pocket.教授pocket。)nQ3:Whats in it ?(Its a balloon.師拿出氣球。)nQ4:Can you blow it ?(師做吹的動作,然后讓一名學生試吹。)nQ5：Whats wrong ? Is it broken?(引出broken一詞教學，同時將氣球放在自己的口袋里。)nQ6:Oh,wheres my broken balloon? (Ss:Its in your pocket.)36n情境三：情境三：師平舉黑色

25、背包，指著背包底下的輪子問：nQ7:Whats this ?( Its a wheel.教授wheel。)nQ8:How many wheels can you see ? (Four.)n情境四：情境四：師在講臺前拖背包走，一副輕松的樣子，并說：Its got four wheels. Itll be easy for me.（師教學easy和句型。）373. 突出重點時提問突出重點時提問 n例如：Book Unit 5，本課的重點是：nShe is going to the shop. She is going to buy a card.nShe is at home now. She

26、is writing on the card.n針對上述重點，教師設計了以下問題：nWhere is Mary going? Why? What card?nWhere is Mary? What is Mary doing now?384. 化解難點時提問化解難點時提問n例如：Book I Unit 14在初次教學疑問句“Is this? ”時，學生既要理解問句的意思，掌握它的用法，還要學會用升調來提問。n為了讓學生從理解、操練到掌握，可以設計以下問題：n教師指著圖片自問自答，引出問句：nIs this a plane? Yes, it is.nIs that a car? No, it i

27、snt.39n教師指物提問：nIs this a plane?n學生答：Yes, it is.n讓學生感知問句的句子結構和語音、語調。學生跟說問句進行初步操練：nIs this a bus/a plane/a car/a train?n教師提供替換詞，并用升調說，學生回答：npencilIs this a pencil?401. 設置開放性問題，發散思維設置開放性問題，發散思維n教師提出的問題應能激發學生的思考與求知欲，促進學生思維的發展，激發學生的探索欲望，并在探索活動中培養創造能力。六、課堂提問的策略是什么？六、課堂提問的策略是什么？41n例如：在教學season中的spring時，可以這

28、樣設計教學問題：課前教師讓學生觀看有關春天的錄象，并且設計以下問題：n1. Whats the weather like in spring? Itsn2. What can you wear in spring? I can wearn3. What can you see in spring? I can seen4. What can we eat in spring? I can eat422. 設置適度性問題，面向全體設置適度性問題，面向全體n教學論有“可接受原則”，小學生心理學有“最近發展區”理論，按照“跳一跳就可摘到”的原則設疑提問是符合教育學、心理學原理的。43例例 1: n教

29、學PEP Book7 Unit 4 Lets read時，教師設計的問題可以以選擇題的形式出現，降低難度：1. What is Alices hobby?nA. swimming B. diving nC. riding a bike D .making kites2. What is her sister Anns hobby?nA. drawing picturesB. diving nC. collecting stampsD. making kites44n然后以問答題的形式出現，提高難度，啟發思維：n1. How many people are there in Liu Yuns f

30、amily?n2. Whats her mothers hobby?n3. Whats her fathers hobby?n4. Whats Liu Yuns hobby?45例例 2：n一位教師在教學PEP小學英語第四冊What time is it?第一課時的問題設計是這樣的：nT: Look at the clock. What time is it?(整點時間)nS: Itsoclock.（學困生）nT: And now what time is it?(非整點時間)nS: Its（一般學生）nT: Dont look at the clock. Guess what time is

31、 it? Its time for dinner. (撥動到合理時間)nS: Its（優生）463. 設置時效性問題，激起學習興趣設置時效性問題，激起學習興趣n例如：在準備一節教授color的英語課時，教師給每位學生一幅沒有色彩的風景畫，問道：Is it beautiful?學生馬上搖頭了。于是教師向學生提出建議：Lets make a colorful picture, OK?學生很興奮地在畫上添上豐富的色彩。nT: What color is your cloud?nS1: Its white.nS2: Its grey.Its rainy.(邊說邊將天空涂上灰色）n47nT: My sk

32、y is grey. What about your sky?nS3: Its blue.（邊說邊將天空涂上藍色）nT: What color is your rainbow?nS4:Its red ,yellow, pink, green, purple.nT: What color are the trees?nS5:Theyre green.nS6:They are yellow. Now its autumn.484. 設置探究性問答，鼓動學生質疑設置探究性問答，鼓動學生質疑n例如：大家公認為平淡無奇的課堂開場白，Free talk，也可以設計得異常活躍：nT: Good mornin

33、g, boys and girls! Nice to meet you. Im your new teacher.Im Miss Cen. May I have your names?n學生都踴躍的向新老師介紹自己。nT: Good. I think all of you have best friends in your class. Can you introduce your friends to Miss Cen?n學生也爭著要把自己的好友介紹給老師。49nT: Wonderful! Now I know a lot about you. Do you want to know something about Miss Cen? You can ask me any questions