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.
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
关键词
思考-结对-发言
课堂提问焦虑
课堂学习环境
Think-Pair-Share
speaking-in-class anxiety
classroom learning environment
