社会文化视角下高中英语课堂阅读教学中支架式教学的个案研究

发布时间：2018-03-25 11:54

本文选题：社会文化视角　切入点：支架式教学　出处：《内蒙古师范大学》2015年硕士论文

【摘要】：长久以来,二语习得领域中的教师话语研究都是从认知角度出发的。然而近来,国内外有越来越多的研究是从社会文化视角展开的。尤其是关于支架式教学的研究,已经对认知角度的研究形成了挑战。本文是一个旨在探索高中英语课堂阅读教学中教师提供支架式教学情形的个案研究。此研究从社会文化视角出发,探究师生互动中存在的支架活动以及在此活动中责任从教师到学生的转移情况。具体来说,本研究有三个研究问题。第一,在高中英语课堂的阅读教学中,教师向学生提供的“支架”具备哪些特征?第二,教师在提供“支架”的过程中,是否成功完成了责任向学生的转移?第三,教师是如何看待她们在阅读教学中的角色的?以及她们对自己角色的认识是如何影响着她们在课堂中提供的“支架”的?本研究的研究对象选择了两位高中英语老师以及她们所任教班级的学生。本研究通过课堂录像和访谈来收集数据。课堂录像经过转写和编码后,进行分析。结合编码结果和访谈结果的分析,本研究得出了针对研究问题的三个结论:第一,在高中英语课堂阅读教学活动中,教师所提供的“支架”有如下三个特点:(1)教师在提供支架活动时发挥着主导作用;(2)教师在提供支架活动的过程中致力于责任向学生的转移;(3)教师在提供支架帮助学生解决问题的过程中,注重学生的共同参与。第二,由于两个班级的学生自我调节的水平都很低,所以责任转移的情况并不理想。这意味着尽管教师致力于转交责任,但是学生是否乐于接受责任也至关重要。也就是说,成功的责任转移需要师生的共同努力。第三,教师对于自己角色的认识对她们提供支架的方式和质量都产生着重要的影响。视自己的角色为引导者和中介者的教师向学生提供因人而异的、适宜的支架;而视自己角色为组织者和评价者的教师则习惯于将班级作为一个整体来提供支架。所以考虑到学生个体差异和个体需要的老师在转移责任这方面做的更好些,使学生尽可能地在学习中向自我调节的方向发展。
[Abstract]:For a long time, the study of teacher discourse in the field of second language acquisition has been carried out from a cognitive perspective. However, recently, more and more researches have been carried out from the perspective of social culture at home and abroad, especially in the field of scaffolding teaching. This paper is a case study aimed at exploring the situation of teacher-provided scaffolding teaching in English reading teaching in senior high school. This study is based on a sociocultural perspective. This paper explores the scaffolding activities in teacher-student interaction and the transfer of responsibility from teacher to student in this activity. Specifically, there are three research questions in this study. What are the characteristics of the "scaffolding" provided by teachers to students? Secondly, has the teacher successfully completed the transfer of responsibility to the students in the process of providing the "scaffold"? Third, how do teachers view their role in reading teaching? And how do their perceptions of their roles affect the "scaffolding" they provide in the classroom? The subjects of this study were two high school English teachers and the students of their classes. Based on the analysis of coding results and interview results, the present study draws three conclusions: first, in the reading teaching activities in senior high school English classroom, The "stents" provided by teachers have the following three characteristics: 1) Teachers play a leading role in providing scaffolding activities 2) Teachers are committed to the transfer of responsibility to students in the process of providing stents. In the process of solving problems, Second, since the level of self-regulation of students in both classes is very low, the transfer of responsibility is not ideal. This means that despite the teacher's commitment to transfer responsibility, But it is also important whether students are willing to accept responsibility. That is to say, the transfer of responsibility for success requires the joint efforts of teachers and students. Third, Teachers' understanding of their roles has an important impact on the way and quality of their scaffolding. Teachers who regard their role as guides and mediators provide students with different and suitable scaffolds; Teachers who see their role as organizers and reviewers are used to providing scaffolding for the class as a whole, so teachers who take into account individual differences and individual needs do better at shifting responsibilities. Make the students as much as possible in the direction of self-regulation in learning development.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【共引文献】