声明
Chapter One Introduction
1.1 Research background
1.2 Research Objectives
1.3 Research Significance
(1) Theoretical significance
(2) Practical significance
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Research on the Taxonomy of Educational Objectives Theory in High School English Teaching
2.1.1 Research Abroad
2.1.2 Research at Home
2.2 Research on Classroom Questioning in the Dimension of Optimization
2.3 Summary
Chapter Three Theoretical Foundation
3.1 Definitions of Keywords
3.1.1 Classroom Questioning
3.1.2 Optimization
3.2 Taxonomy of Educational Objectives Theory
3.3 Teacher-pupil Interaction
3.4 Zone of Proximal Development Theory
3.5 Summary
Chapter Four Research Design
4.1 Research Questions
4.2 Research Participants
4.3 Research Tools
4.3.1 Classroom Observation Scale
4.3.2 Interview
4.4 Research Procedure
(1) Preparatory phase
(2) Classroom observation phase
(3) Interview phase
(4) Data statistics and analysis phase
Chapter Five Data Analysis and Discussion
5.1 The Data Analysis and Discussion of Classroom Observation Scale
5.1.1 The Questioning of Teachers
5.1.2 Other Factors of Classroom Questioning
5.2 The Interviews with Teachers
5.3 Problems of the Classroom Questioning
5.3.1 Questions of Low Cognitive Level
5.3.2 Insufficient Participation of Students
5.3.3 Ineffective Feedback of Teachers
5.4 Reasons for the Existing Problems
5.4.1 Influences of Traditional Education and Teaching Pressure
5.4.2 Limited Understanding of Classroom Questioning
5.4.3 Lack of Understanding of Students
Chapter Six Conclusion
6.1 Research Findings
6.2 Suggestions for Optimizing Questioning Strategies
6.2.1 Optimize the Preparation of Questioning
6.2.2 Optimize the Process of Questioning
6.2.3 Optimize the Feedback and Reflection after Questioning
6.3 Deficiency of Research
参考文献
Appendix Ⅰ
Appendix Ⅱ
致谢
山东师范大学;
