初中经验教师与实习教师英语课堂话语分析
发布时间：2019-02-10 18:54
【摘要】：教师课堂话语是教学工具与教学内容的结合体,在外语教学中至关重要,因此长时间以来,教师课堂话语一直是外语教学研究的重点。在国内,课堂话语研究主要是借助国外相关理论针对大学在职教师进行的,而本文试图以中国语言学家顾曰国先生的即席话语分析范式为框架,研究教学目标实现、课堂活动交流、师生关系处理过程中初中经验教师与实习教师英语课堂话语的异同。本研究选取西安市某初中两位经验教师和两位实习教师为研究对象,对其课堂进行观察与录像,然后对录像进行转写,并从教学目标实现、课堂活动交流、师生关系处理过程三个方面对转写材料进行详细分析。根据分析发现：首先,在教学目标实现过程中,经验教师和实习教师都能有效导入主题,组织有层次的活动,总结课堂重要知识,基本实现语言目标：不同的是,经验教师在课堂准备活动中清楚直接地呈现教学目标,并在活动过程中实现多维教学目标,而实习教师重视语言知识和技能有时忽视了情感、文化和学习策略目标。第二,课堂活动交流中,经验教师指令简洁、准确、清晰、有逻辑,必要时示范、举例或借助母语辅助教学,给予学生积极反馈、间接方式帮助学生提高以保持其学习信念和热情；然而实习教师指令有时缺乏逻辑性、赘余、难理解、或与活动不一致,而且直接改正学生错误。第三,经验教师善于维持师生合作关系并为学生创造轻松和谐的学习氛围,但实习教师的课堂气氛有些紧张。根据以上发现得出如下启示：首先,有效的导入、渐进的活动、及时的总结对于实现教学目标是必不可少的。实习教师应该重视五维目标,更加清晰直接地呈现目标。其次实习教师应该学会发出简洁、准确、清晰、有逻辑的指令,必要时示范举例或借助母语,给予学生更多积极性反馈,间接纠正学生错误以增强其信心或学习热情。最后,实习教师应该学会处理师生关系,为学生营造轻松公平的学习环境。总之,实习教师应该将所学教学理论与实践相结合,积极向经验教师学习,努力在教学实践中提高教师话语水平。本文尚有许多不足之处,还需进一步的改善和更深入的研究。
[Abstract]:Teacher classroom discourse is a combination of teaching tools and teaching content, which is very important in foreign language teaching. Therefore, teacher classroom discourse has been the focus of foreign language teaching research for a long time. In our country, classroom discourse research is mainly carried out with the help of relevant theories from abroad, and this paper attempts to achieve the teaching goal with the framework of the extemporaneous discourse analysis paradigm of Chinese linguist Gu Yueguo. The differences and similarities of English classroom discourse between junior high school experienced teachers and intern teachers in the process of classroom activity communication and teacher-student relationship processing. This study selected two experienced teachers and two intern teachers in a junior high school in Xi'an as the research object, observed and recorded the classroom, then transposed the video, and realized the teaching goal and exchanged classroom activities. Three aspects of the processing process of teacher-student relationship are analyzed in detail. According to the analysis, first of all, in the process of achieving the teaching goals, both experienced teachers and intern teachers can effectively introduce themes, organize hierarchical activities, sum up important knowledge in the classroom, and basically achieve the language goals. Experiential teachers clearly and directly present teaching objectives in classroom preparation activities and realize multi-dimensional teaching objectives in the process of activities, while interns sometimes neglect emotional, cultural and learning strategy goals by attaching importance to language knowledge and skills. Second, in the classroom activity exchange, the experience teacher instruction is succinct, accurate, clear, logical, if necessary demonstration, examples or with the aid of mother tongue teaching, gives the student positive feedback, Indirect ways to help students improve to maintain their learning beliefs and enthusiasm; However, intern teacher instructions are sometimes illogical, redundant, difficult to understand, or inconsistent with activities, and directly correct students' mistakes. Thirdly, experienced teachers are good at maintaining the cooperative relationship between teachers and students and creating a relaxed and harmonious learning atmosphere for students, but the classroom atmosphere of intern teachers is somewhat tense. Based on the above findings, the following revelations are obtained: first, effective introduction, progressive activities, and timely summary are essential to the realization of teaching objectives. Intern teachers should attach importance to five-dimensional goals and present them more clearly and directly. Secondly, the intern teachers should learn to give concise, accurate, clear and logical instructions. If necessary, they should demonstrate examples or give students more positive feedback with the help of their mother tongue, so as to indirectly correct students' mistakes in order to enhance their confidence or enthusiasm for learning. Finally, intern teachers should learn to deal with teacher-student relations and create a relaxed and fair learning environment for students. In a word, the intern teachers should combine the teaching theory with the practice, learn from the experienced teachers actively, and try hard to improve the teacher's discourse level in the teaching practice. There are still many deficiencies in this paper, which need further improvement and further study.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2419418
[Abstract]:Teacher classroom discourse is a combination of teaching tools and teaching content, which is very important in foreign language teaching. Therefore, teacher classroom discourse has been the focus of foreign language teaching research for a long time. In our country, classroom discourse research is mainly carried out with the help of relevant theories from abroad, and this paper attempts to achieve the teaching goal with the framework of the extemporaneous discourse analysis paradigm of Chinese linguist Gu Yueguo. The differences and similarities of English classroom discourse between junior high school experienced teachers and intern teachers in the process of classroom activity communication and teacher-student relationship processing. This study selected two experienced teachers and two intern teachers in a junior high school in Xi'an as the research object, observed and recorded the classroom, then transposed the video, and realized the teaching goal and exchanged classroom activities. Three aspects of the processing process of teacher-student relationship are analyzed in detail. According to the analysis, first of all, in the process of achieving the teaching goals, both experienced teachers and intern teachers can effectively introduce themes, organize hierarchical activities, sum up important knowledge in the classroom, and basically achieve the language goals. Experiential teachers clearly and directly present teaching objectives in classroom preparation activities and realize multi-dimensional teaching objectives in the process of activities, while interns sometimes neglect emotional, cultural and learning strategy goals by attaching importance to language knowledge and skills. Second, in the classroom activity exchange, the experience teacher instruction is succinct, accurate, clear, logical, if necessary demonstration, examples or with the aid of mother tongue teaching, gives the student positive feedback, Indirect ways to help students improve to maintain their learning beliefs and enthusiasm; However, intern teacher instructions are sometimes illogical, redundant, difficult to understand, or inconsistent with activities, and directly correct students' mistakes. Thirdly, experienced teachers are good at maintaining the cooperative relationship between teachers and students and creating a relaxed and harmonious learning atmosphere for students, but the classroom atmosphere of intern teachers is somewhat tense. Based on the above findings, the following revelations are obtained: first, effective introduction, progressive activities, and timely summary are essential to the realization of teaching objectives. Intern teachers should attach importance to five-dimensional goals and present them more clearly and directly. Secondly, the intern teachers should learn to give concise, accurate, clear and logical instructions. If necessary, they should demonstrate examples or give students more positive feedback with the help of their mother tongue, so as to indirectly correct students' mistakes in order to enhance their confidence or enthusiasm for learning. Finally, intern teachers should learn to deal with teacher-student relations and create a relaxed and fair learning environment for students. In a word, the intern teachers should combine the teaching theory with the practice, learn from the experienced teachers actively, and try hard to improve the teacher's discourse level in the teaching practice. There are still many deficiencies in this paper, which need further improvement and further study.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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