王丹娜 课堂观察.doc

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1、Teachers9questionsIntroductionMyobservationreportstartswithabriefofintroductionofthethreelessonsiobserved.Thefirstoneisareadinglessonforseniorhighstudents.Andtheteachingcontentisthepassage:AStudentofAmericaWildlife.Itmainlytalksaboutasuccessfulwomaninthefieldofresearchingwild

2、animalsintheUS.Thewholeclasscanbedividedintothreepartsaccordingtoourtraditionalunderstandingofreadingactivity:pre-reading,while-readingandpost-reading.Teacherstartedtheclasswithsomepicturesofsomefamousandsuccessfulwomenathomeandabroad.Teacheraskedthefirsttwoquestionswhoarethe

3、m?Andwhatdothesewomenhaveincommon?Thentheclasscametothenewcontentteacherplantedtoteach.Atthepre-readingpart,teachermainlyorganizedsomepredictionsforstudents.Studentsweremainlyaskedtounderstandofthisarticlethroughextensiveandintensivereadings.Afterreadingthispassage,teacherwan

4、tedstudentstolearnsomevaluablequalitiesfromthatgreatwoman.Emotionalobjectivewasachievedinthepost-readingactivity.Thesecondonewasgrammarteaching.Teacherconductedthewholeclassinadeductiveandtask-basedway.Ononehand,teacherguidedstudentstofindouttherulesandfeaturesofinversionbyth

5、emselves.Onanotherhand,studentsgrammarlearningwasmotivatedbyataskwhichwasthroughthewholeclass.Thatwastheycouldfindoutthesecretmanintheirclassbycompletingtasksrelatedtostudyofinversion.Thethirdwasaminilessonmadebymyclassmate.Itwasaspeakingclassforseniorstudents.Teacherwasaimed

6、toteachstudentsknowhowtodescribefriendswithadjectives.ResultofobservationActuallytheamountofquestionsInotedisbeyondmyexpectation.Ideeplyrecognizethesignificantroleofteacherquestionsinclass.Iwillsortouttheminordertopresentaclearanalysis.Beforethat,Ithinkabriefreportofmyresearc

7、hofclassificationofteacherquestionisneeded.Differentresearchersclassifyteacherquestionsinvariouswaysinaccordancewithdistinctstandards.Butthewidelyacceptedoneisthatteacherquestionscanbedividedintotwobroadtypes:echoicandepistemicquestions.Thentheechoicquestionsincludeconformati

8、oncheck,clarificationrequestandcomprehensioncheck.Theepistemiccanbef