摘 要

课堂提问是教师组织课堂教学的重要环节，是教师引导学生进行英语学习的最常用的教学手段，是影响课堂教学效果的关键。而当前高中英语课堂提问环节普遍存在效果不佳的问题，这影响了学生的课堂语言学习效果。建构主义理论强调知识的获得是学习者主动建构的，而不是通过传输获得的。从本质上说，教学不是一个传授知识的过程，而是一个由教师引导、帮助学习者依据自身的知识、经验建构意义的过程。根据建构主义学习论，语言学习的过程就是一个由主动认知语言知识到自动输出语言知识的过程。本文通过对高中英语教师课堂提问的现状进行问卷调查，发现高中英语教师课堂提问中普遍存在问题指向不明确具体、问题缺乏多样性、提问方式单一、问题过难等问题，并根据调查结果分析了造成这些问题的原因。在此基础上，本文根据建构主义理论，提出了改善高中英语课堂提问的策略，包括明确提问的目的性、设计多样化的问题、灵活运用多种提问方法、精心设计提问的难易程度等，以引起教师对英语课堂提问方法的重视，根据建构主义理论设计课堂提问，以克服英语课堂提问中存在的问题，改善自己课堂提问的方法，从而达到提高高中英语课堂教学效果的目的。

关键词：建构主义理论；课堂提问；现状；策略

ABSTRACT

Classroom questioning is an important link of teacher organizing classroom teaching and the most common method used by teachers to guide students to learn English well. It is a key element that may affect classroom teaching efficiency. However, the current teachers’ classroom questioning effect of high school is universally poor, which affects students’ classroom language learning efficiency. The constructivism stresses knowledge is obtained by constructing instead of transmission. In essence, teaching is not a process of passing on teachers’ knowledge to students, however, it is a procedure that teachers inspire and help students to construct meaning based on their own knowledge and experiences. According to the learning theory of constructivism, language knowledge learning is a process from recognizing language knowledge actively to outputting language knowledge automatically. In this paper, questionnaires were employed in English classroom questioning in high school, and some problems are found which include raising questions vaguely and disorderly, questions raised lack diversity, questioning in a fixed way, raising questions too difficult for students, etc. And then the paper analyzes reasons that cause these problems. On the basis of the above mentioned investigation and analysis, this paper puts forward teaching strategies that can improve English classroom questioning efficiency in high school based on the constructivism theory, including raising questions with definite purpose and in proper language, raising diverse questions and increasing referential questions, carefully designing the difficulty of questioning, using flexible and various ways to give questions and so on. Hopefully, teachers can focus on English classroom questioning methods, apply the constructivism theory to overcome problems and improve classroom questioning methods, thereby to enhance English classroom teaching efficiency.

Key words: Constructivism theory; Classroom questioning; Current situations; Strategies