| ACKNOWLEDGEMENTS | 第1-7页 |
| CONTENTS | 第7-8页 |
| 1 INTRODUCTION | 第8-10页 |
| 2 The PROBLEM IN CLASSROOM INTERACTION AND ITS CAUSES | 第10-16页 |
| ·Students' Lack of Competence in Communication | 第10-11页 |
| ·Causes for students' lack of communicative competence | 第11-16页 |
| ·Teacher-centered classroom instruction | 第11页 |
| ·Teachers' problematic questioning | 第11-16页 |
| 3 SOCIAL CONSTRUCTIVIST THEORY | 第16-32页 |
| ·Related theories | 第16-20页 |
| ·Behaviorist theory | 第16-17页 |
| ·Psycho-cognitive theory | 第17页 |
| ·humannistic theory | 第17-19页 |
| ·Social interactionist theory | 第19-20页 |
| ·Social constructivist theory | 第20-29页 |
| ·Synthesis of social constructivist model | 第20-21页 |
| ·Social constructivist view of teachers' beliefs about teaching | 第21-22页 |
| ·Social constructivist view of teachers' beliefs about teachers | 第22-23页 |
| ·Social constructivist view of teachers' beliefs about learners | 第23-24页 |
| ·Social constructivist view of teachers' beliefs about learning | 第24-28页 |
| ·Social constructivist view of teachers' beliefs about themselves | 第28-29页 |
| ·Toward a synthesis: implications for teachers' questioning | 第29-32页 |
| 4 IMPLICATION AND APPLICATION OF TEACHRERS'QUESTIONING TO CLASSROOM INTERACTION | 第32-47页 |
| ·Clarifying questioning aims tostudents | 第32-34页 |
| ·Increasing the number of referential questions | 第34-37页 |
| ·Factual questions and reasoning questions | 第34页 |
| ·Open questions and closed questions | 第34-35页 |
| ·Display questions and referential questions | 第35-37页 |
| ·Modifying questions appropriately | 第37-41页 |
| ·Comprehension-oriented modifications | 第38-39页 |
| ·Response-oriented modification | 第39-41页 |
| ·Balancing the allocation of questions | 第41-43页 |
| ·Allowing enough wait time for students to think about the questions | 第43-44页 |
| ·Providing adequate feedback and assessment for students | 第44-47页 |
| 5 CONCLUSIN | 第47-51页 |
| REFERENCES | 第51-54页 |
