【正文】 堂提問(wèn)的質(zhì)量。指導(dǎo)教師評(píng)語(yǔ) 年 月 日指 導(dǎo) 教 師職稱初評(píng)成績(jī)答辯小組姓名職稱教研室組長(zhǎng)成員答辯記錄： 記錄人簽字： 年 月 日答辯小組意見(jiàn)： 組長(zhǎng)簽字： 年 月 日學(xué)院意見(jiàn)： 評(píng)定成績(jī)： 簽章 年 月 日 本科生畢業(yè)論文設(shè)計(jì)題目 關(guān)于大學(xué)英語(yǔ)課堂中教師提問(wèn)的研究作者姓名 XXX指導(dǎo)教師 XXX所在學(xué)院 XXX學(xué)院專業(yè)（系） 機(jī)器翻譯班級(jí)（屆） 機(jī)器翻譯一班完成日期 XXX 年 5 月 8 日 A Study of Teacher Questioning in College EFL Class By XXX Supervisor: XXX A Thesis Submitted to Department of English Language and Literature in Partial Fulfillment of the Requirements for the Degree of . in English At XXXXUniversity  摘要課堂提問(wèn)作為一個(gè)非常重要的教學(xué)方法, 在英語(yǔ)教學(xué)尤其是大學(xué)英語(yǔ)教學(xué)中起著非常重要的作用。本文包括五個(gè)部份。課堂提問(wèn)是教師和學(xué)生之間的互動(dòng)活動(dòng),可以激發(fā)學(xué)生思維,激發(fā)他們學(xué)習(xí)英語(yǔ)的興趣和好奇心,他還能培養(yǎng)學(xué)生的自學(xué)能力和創(chuàng)造力。Row publishers Inc.Tsui,B M ..Analyzing input and interaction in second language Journal.甘燕, 2006, ：廣西師范大學(xué).海真真, 2012,高中英語(yǔ)課堂提問(wèn)調(diào)查 河南師范大學(xué).4. 計(jì)劃進(jìn)度階段起止日期1與指導(dǎo)教師見(jiàn)面，審核初步選題2向?qū)熖峤徽撐奶峋V，經(jīng)審核修改后確定提綱3根據(jù)指導(dǎo)教師的要求，交初稿和文獻(xiàn)綜述，同時(shí)上交任務(wù)書(shū)及開(kāi)題報(bào)告書(shū)4經(jīng)導(dǎo)師審核初稿后，修改論文二稿及三稿5準(zhǔn)備并進(jìn)行論文答辯指 導(dǎo) 教師：___________ 年 月 日教研室主任: ___________ 年 月 日注：一式三份，學(xué)院（系）、指導(dǎo)教師、學(xué)生各一份 XXXX大學(xué)本科生畢業(yè)論文（設(shè)計(jì)）開(kāi)題報(bào)告書(shū) XXX 學(xué)院 英語(yǔ)翻譯 專業(yè) XXXX 屆學(xué)生姓名XXX論文（設(shè)計(jì)）題目關(guān)于大學(xué)英語(yǔ)課堂中教師提問(wèn)的研究指導(dǎo)教師XXX專業(yè)職稱講師所屬教研室商務(wù)英語(yǔ)研究方向語(yǔ)言學(xué)課題論證：本論文從大學(xué)英語(yǔ)課堂中教師提問(wèn)的現(xiàn)狀出發(fā)，找到其中存在的問(wèn)題。作者真心希望本文可以大學(xué)英語(yǔ)教師在課堂教學(xué)中有所幫助，本文試圖回答以下三個(gè)問(wèn)題：(1)在大學(xué)英語(yǔ)課堂中教師使用哪些類型的問(wèn)題?(2) 如何調(diào)整教師的問(wèn)題分布來(lái)激發(fā)學(xué)生？（3）老師應(yīng)該使用什么是提問(wèn)技巧來(lái)引導(dǎo)學(xué)生參與學(xué)習(xí)？ （設(shè)計(jì)）的主要內(nèi)容本論文分為三章：第一章介紹教師課堂提問(wèn)的相關(guān)研究；第二章通過(guò)問(wèn)卷調(diào)查，采訪和課堂觀察進(jìn)行調(diào)查；最后一章對(duì)調(diào)查進(jìn)行分析和反思，得到一些發(fā)現(xiàn)和結(jié)論。2. 論文（設(shè)計(jì)）的基礎(chǔ)條件及研究路線本論文的基礎(chǔ)條件是不同的教育學(xué)家對(duì)教師課堂提問(wèn)的研究結(jié)果。通過(guò)分析所存在問(wèn)題引起的原因，找到合理的解決辦法，將發(fā)現(xiàn)應(yīng)用到現(xiàn)代大學(xué)英語(yǔ)教學(xué)活動(dòng)中。本文旨在發(fā)現(xiàn)大學(xué)英語(yǔ)課堂提問(wèn)的現(xiàn)狀以及在大學(xué)英語(yǔ)教學(xué)中存在的問(wèn)題，從而提出相應(yīng)的教學(xué)意見(jiàn)。第一部份包括研究背景，意見(jiàn)和本文的結(jié)構(gòu)，第二部份包括課堂提問(wèn)的概念，問(wèn)題分布，課堂分布和候答時(shí)間及教師反饋的一些理論。課堂提問(wèn)是教師和學(xué)生之間的互動(dòng)活動(dòng),可以激發(fā)學(xué)生思維,激發(fā)他們學(xué)習(xí)英語(yǔ)的興趣和好奇心,還能培養(yǎng)學(xué)生的自學(xué)能力和創(chuàng)造力。本文包括五個(gè)部份。關(guān)鍵字： 課堂提問(wèn) 問(wèn)題分布 候答時(shí)間 教師反饋 iii AbstractAs a very important teaching approach, classroom questioning plays a very important role in English teaching especially in college English teaching. Classroom questioning is an interactive activity between teachers and students, which can stimulate students’ thinking, arouse their interests and curiosities in learning English and it also has the function of cultivating students’ abilities of independent thinking and creativity. The thesis aims to discover the present situation of questioning in college EFL classroom and the existing problems in college English teaching thus putting forward some corresponding suggestions. It is the authors’ genuine hope that the thesis can be of help for college English teachers in classroom teaching. The thesis tries to answer the following three questions:（1）What are the types of questions teachers use in college English class?（2）How to adapt teacher’s questioning distribution to motivate students?（3）What are the questioning skills teacher should use to engage students in learning? According to the research results it is found that there still exist some problems in college English classroom such as imbalance of distribution on questioning, inadequate waittimes, and inappropriate feedback from teachers. Based on the findings, the author puts forward some corresponding suggestions to improve the quality of college English classroom questioning. The thesis is posed of five parts. The background, significance and structure of the research are introduced firstly. In the second part, definition of classroom questioning, classification and distribution of classroom questioning, theories of waittime and feedback are presented. In the third part, research questions, research subjects and research methods are included. The fourth part mainly reveals results and analysis of the research data. The fifth part includes the major findings and implications for the classroom questioning then finally the limitations of the study will be presented.Key words: classroom questioning distribution of questioning waittime feedback iv ContentsAbstract in Chinese……………………………………………...................................iiiAbstract .......………………………………………………………..…....................ivIntroduction……………………………………............…........................................1 Background of the Research ………………………..…...................………….1 Purpose of the Research ………………………......................…...............…....1Structure of the Thesis…………………………….....................……………....2Chapter1 Literature Review ……………………………...........................................3 Basic Concept of Questioning……………………………......................…….3 Theories of Questioning in Ancient Time...................................................3 Theories of Questioning in Current Time ……………..............................3 Functions of Questioning in Classroom……………...................…............4 Features of Effective Questions …………………………................................4 Classifications of Questions………………….......................…………............5 “Bloom – Turney Questioning Mode………....................…………….…..5 Classification of Questions in this