中学英语教师课堂反馈语调查研究
发布时间：2018-08-20 14:40
【摘要】：教师话语是课堂用语的重要组成部分之一，国外的学者已经对其进行了的广泛的研究。中国学者在20世纪末开始对对教师话语进行研究，尤其是在新课改之后，教师话语的关注度再次升温。与此用时，作为教师话语重要组成部分的教师反馈语，也越来越多的受到人们的关注。教师反馈语作为学生语言输入和学生互动的一种重要途径，是打造高效课堂和构建新型的师生关系的重要手段，在提高英语课堂教学质量和促进学生语言习得方面起着巨大作用。然而，有关目前中学英语教师反馈语的研究存在不足，其原因在于广大英语教师对目前教师反馈话语的概念、功能、情感作用等不甚了解,对课堂反馈语存在的问题缺乏相应的认识和针对性的思考，许多老师的课堂反馈语运用意识或淡薄或缺位，或随意性较强。基于此，本文将在情感过滤假说、心理学理论及新课程理念的观照下拟解决如下问题：（1）厘清教师课堂反馈语理念；（2）探讨教师反馈语的功能及机理；（3）分析英语教师反馈语运用现状;（4）调查中学英语教师课堂反馈话语在课堂话语中的比例及分布；（5）探寻学生和老师对各种不同类型反馈语的认可度及接受度；（6）创建中学英语教师反馈语意识构建路径。 本项研究中,笔者采用了文献法、课堂调查法、座谈法、分析法与定量法对课堂评价语进行全方位，多角度调查和分析，继而得出结论如下：部分中学英语教师已经认识到教师反馈语的重要性，对其功能和作用呈现出多元化趋势；与此同时，，现实中部分教师对其漠然，尚未引起足够重视；课堂调查得知，目前教师话语占课堂师生话语的比例依旧偏大，教师反馈话语占到教师话语总量为34.2!；基于教师反馈语性质和功能两个角度的考虑，笔者发现课堂中的教师反馈话语使用现状与学生的期望预期存在着很大的差异。 针对上述问题，本文在运用新课程理念的基础上，从教师反馈语的情感认知角度，根据心理学原理，就如何构建初中英语教师的反馈意识提出了一些启示与建议：（1）从新课程理念出发，以学生为中心，以教师为主导，鼓励学生大胆参与课堂活动，构建良好的课堂氛围，打造灵动的生态课堂。（2）教师反馈语批评语气委婉，富有亲和力、倾听性、引导性和容忍度。（3）教师反馈语应扑捉学生的闪光点，褒扬学生发言的积极性，最大限度地激发学生的课堂参与意识。（4）教师反馈语应幽默和谐，顺势而为，关照其得体性和接受度。总之，教师反馈语是教师教学智慧的结晶，是高超教学能力的一个侧面。探究教师反馈语策略旨在提高英语教师队伍的话语表达艺术和教师运用课堂反馈语的技巧，从而实现以生为本，以情感生，以情动生，以情悦生，打造和谐热烈有效的课堂，完善教师自我发展之目的。
[Abstract]:Teacher talk is an important part of classroom language, which has been widely studied by foreign scholars. Chinese scholars began to study teacher discourse at the end of the 20th century, especially after the new curriculum reform. At the same time, as an important part of teacher discourse, teacher feedback has attracted more and more attention. As an important way of students' language input and students' interaction, teacher feedback is an important means to build efficient classroom and new teacher-student relationship. It plays an important role in improving the quality of English classroom teaching and promoting students' language acquisition. However, there is a lack of research on the feedback language of middle school English teachers, which is due to the fact that the majority of English teachers do not have a good understanding of the concepts, functions and emotional functions of teacher feedback utterances at present. There is a lack of corresponding understanding and targeted thinking about the problems existing in classroom feedback, and many teachers have a weak or absent sense of using feedback in the classroom, or have a strong sense of arbitrariness. Based on this, this paper intends to solve the following problems under the consideration of affective filtering hypothesis, psychological theory and new curriculum idea: (1) clarifying teachers' classroom feedback ideas; (2) exploring the function and mechanism of teacher feedback; (3) analyzing the present situation of English teachers' feedback, (4) the proportion and distribution of classroom feedback utterances among English teachers in the survey, (5) exploring the acceptance and acceptance of different types of feedback between students and teachers; (6) establishing the path of middle school English teachers' awareness of feedback language. In this study, the author used literature method, classroom investigation method, discussion method, analysis method and quantitative method to investigate and analyze the classroom evaluation language in all directions and from various angles. The conclusions are as follows: some middle school English teachers have realized the importance of teachers' feedback language, showing a trend of diversification of their functions and functions; at the same time, some teachers have not paid enough attention to it because they are indifferent to it. The classroom survey shows that the proportion of teacher talk to teachers and students' discourse is still on the high side, and teacher feedback discourse accounts for 34.2% of the total amount of teacher talk, considering the nature and function of teacher feedback language. The author finds that there is a great difference between teacher feedback utterance and students' expectation. In view of the above problems, based on the application of the new curriculum concept, from the perspective of teachers' emotional cognition of feedback language, according to the principles of psychology, This paper puts forward some enlightenment and suggestions on how to construct the feedback consciousness of English teachers in junior high school. (1) starting from the new curriculum concept, taking students as the center and teachers as the leading factors, we encourage students to participate in classroom activities boldly and build a good classroom atmosphere. (2) teacher feedback should be tactful, approachable, listening, instructive and tolerant. (3) teacher feedback should catch the students' bright spots and praise the students' enthusiasm for speaking. (4) teacher feedback should be humorous and harmonious, conform to the trend, and take care of its appropriateness and acceptance. In a word, teacher feedback is the crystallization of teacher's teaching wisdom and a side of excellent teaching ability. The purpose of exploring teacher feedback strategies is to improve the art of discourse expression in English teachers' ranks and the skills of teachers to use classroom feedback language so as to achieve a harmonious and active classroom, which is student-oriented, affective, emotional and emotional. The purpose of perfecting teachers' self-development.
【学位授予单位】：洛阳师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2193994
[Abstract]:Teacher talk is an important part of classroom language, which has been widely studied by foreign scholars. Chinese scholars began to study teacher discourse at the end of the 20th century, especially after the new curriculum reform. At the same time, as an important part of teacher discourse, teacher feedback has attracted more and more attention. As an important way of students' language input and students' interaction, teacher feedback is an important means to build efficient classroom and new teacher-student relationship. It plays an important role in improving the quality of English classroom teaching and promoting students' language acquisition. However, there is a lack of research on the feedback language of middle school English teachers, which is due to the fact that the majority of English teachers do not have a good understanding of the concepts, functions and emotional functions of teacher feedback utterances at present. There is a lack of corresponding understanding and targeted thinking about the problems existing in classroom feedback, and many teachers have a weak or absent sense of using feedback in the classroom, or have a strong sense of arbitrariness. Based on this, this paper intends to solve the following problems under the consideration of affective filtering hypothesis, psychological theory and new curriculum idea: (1) clarifying teachers' classroom feedback ideas; (2) exploring the function and mechanism of teacher feedback; (3) analyzing the present situation of English teachers' feedback, (4) the proportion and distribution of classroom feedback utterances among English teachers in the survey, (5) exploring the acceptance and acceptance of different types of feedback between students and teachers; (6) establishing the path of middle school English teachers' awareness of feedback language. In this study, the author used literature method, classroom investigation method, discussion method, analysis method and quantitative method to investigate and analyze the classroom evaluation language in all directions and from various angles. The conclusions are as follows: some middle school English teachers have realized the importance of teachers' feedback language, showing a trend of diversification of their functions and functions; at the same time, some teachers have not paid enough attention to it because they are indifferent to it. The classroom survey shows that the proportion of teacher talk to teachers and students' discourse is still on the high side, and teacher feedback discourse accounts for 34.2% of the total amount of teacher talk, considering the nature and function of teacher feedback language. The author finds that there is a great difference between teacher feedback utterance and students' expectation. In view of the above problems, based on the application of the new curriculum concept, from the perspective of teachers' emotional cognition of feedback language, according to the principles of psychology, This paper puts forward some enlightenment and suggestions on how to construct the feedback consciousness of English teachers in junior high school. (1) starting from the new curriculum concept, taking students as the center and teachers as the leading factors, we encourage students to participate in classroom activities boldly and build a good classroom atmosphere. (2) teacher feedback should be tactful, approachable, listening, instructive and tolerant. (3) teacher feedback should catch the students' bright spots and praise the students' enthusiasm for speaking. (4) teacher feedback should be humorous and harmonious, conform to the trend, and take care of its appropriateness and acceptance. In a word, teacher feedback is the crystallization of teacher's teaching wisdom and a side of excellent teaching ability. The purpose of exploring teacher feedback strategies is to improve the art of discourse expression in English teachers' ranks and the skills of teachers to use classroom feedback language so as to achieve a harmonious and active classroom, which is student-oriented, affective, emotional and emotional. The purpose of perfecting teachers' self-development.
【学位授予单位】：洛阳师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
【参考文献】
相关期刊论文 前10条
1 胡健;徐宏亮;;反馈语的特征与功能[J];安徽大学学报(哲学社会科学版);2007年02期
2 付梦蕤;吴惠忠;;教师反馈方式对学习者情感的影响[J];大学英语(学术版);2006年01期
3 施光;;英语课堂中的教师纠错与学生接纳[J];外国语言文学;2005年04期
4 李俊芬;;大学英语教学中有效教师反馈策略模式初探[J];外语教学理论与实践;2008年01期
5 林正军;周沙;;中学英语课堂教师反馈语的类型与特征研究[J];外语教学理论与实践;2011年03期
6 刘旭东;;中学英语教师课堂反馈话语研究[J];中小学外语教学(中学篇);2009年01期
7 陈秋仙;;国内教师话语的研究现状及其对二语习得的学理意义[J];教育理论与实践;2007年12期
8 赵常友;;中外英语教师课堂反馈话语比较[J];曲靖师范学院学报;2008年02期
9 张强;;中学英语教师课堂反馈的功能[J];山东师范大学外国语学院学报(基础英语教育);2008年06期
10 胡学文;教师话语的特征及功能[J];山东外语教学;2003年03期
本文编号：2193994
本文链接：https://www.wllwen.com/jiaoyulunwen/chuzhongjiaoyu/2193994.html
