小学高年级语文课堂教师反馈话语运用现状研究

发布时间：2018-04-06 20:15

本文选题：小学高年级　切入点：语文课堂　出处：《辽宁师范大学》2016年硕士论文

【摘要】：教师反馈话语在课堂教学中发挥着重要作用,就知识而言,高质量的教师反馈话语是实现师生互动的桥梁,能让学生了解自己的优点与不足,帮助学生进一步提高自己。就学生情感而言,高质量的教师反馈话语能够关注学生的自尊与情感,可以让学生获得积极的情感体验,提高学生的学习兴趣和信心。就师生关系而言,高质量的教师反馈话语能够缓解课堂中的紧张氛围,教师可以获得学生的信任,拉近师生之间的距离。虽然教育界一直强调要重视反馈的作用,给予学生合理、有效的反馈,但现实课堂上教师在运用反馈话语的过程中依然存在问题,本文以此为切入点来进行研究。本研究运用了文献法、观察法和访谈法,通过查阅丰富的文献资料,根据赵常友、黄淑琴、王晓霞等人的研究,制定了小学高年级语文课堂教师反馈话语运用情况观察表,对A市五所小学高年级的96节语文课堂进行观察,抽取了小学高年级的教师和学生各10名进行访谈,选取了两个典型案例进行分析,最终综合分析小学高年级语文课堂教师反馈话语运用现状,发现教师反馈话语运用过程中存在的问题,探究问题存在的原因,进而提出改进策略。本研究共包括六个部分。第一部分主要阐述了问题的来源、研究的意义、国内外关于教师反馈话语的文献综述、本研究的理论基础、以及相关概念界定。第二部分主要介绍了本研究的研究方法和研究思路。第三部分是对小学高年级语文课堂教师反馈话语运用现状的分析,包括观察结果的分析、访谈结果的分析以及典型案例的分析。第四部分是结合观察结果、访谈结果、案例分析结果,分析教师运用反馈话语过程中存在的问题并探究问题存在的原因。第五部分是基于问题,提出相应的改进策略。第六部分是本文的研究结论、创新与反思。
[Abstract]:Teacher feedback discourse plays an important role in classroom teaching. As far as knowledge is concerned, high-quality teacher feedback discourse is a bridge to realize teacher-student interaction, which can help students understand their own advantages and disadvantages and help students to further improve themselves.As far as students' emotion is concerned, high quality teacher feedback can pay attention to students' self-esteem and emotion, make students gain positive emotional experience, and improve students' interest and confidence in learning.As far as teacher-student relationship is concerned, high-quality teacher feedback can relieve the tense atmosphere in the classroom, and teachers can gain the trust of students and narrow the distance between teachers and students.Although the education sector has always emphasized the role of feedback to give students reasonable and effective feedback, but in the real classroom teachers still have problems in the process of the use of feedback discourse, this paper as a starting point to study.Based on the research of Zhao Changyou, Huang Shuqin, Wang Xiaoxia and others, the author made the observation list of the feedback utterance of Chinese teachers in the senior grade of primary school by using the methods of literature, observation and interview, and referring to the abundant literature materials, and according to the research by Zhao Changyou, Huang Shuqin and Wang Xiaoxia, etc.Based on the observation of 96 Chinese classes in five primary schools in A city, 10 teachers and 10 students were selected for interviews, and two typical cases were selected for analysis.Finally, this paper comprehensively analyzes the current situation of teachers' feedback utterances in senior Chinese classes in primary schools, finds out the problems existing in the process of teachers' feedback utterances, probes into the causes of the problems, and then puts forward some strategies for improvement.This study consists of six parts.The first part mainly describes the source of the problem, the significance of the study, the literature review of teacher feedback discourse at home and abroad, the theoretical basis of this study, and the definition of relevant concepts.The second part mainly introduces the research methods and research ideas.The third part is the analysis of the current situation of Chinese teachers' feedback utterances in the senior primary school, including the analysis of the observation results, the analysis of the interview results and the analysis of typical cases.The fourth part is to analyze the problems existing in the process of teachers' feedback utterances and to explore the causes of the problems by combining the results of observation, interview and case analysis.The fifth part is based on the problem, put forward the corresponding improvement strategy.The sixth part is the conclusion, innovation and reflection of this paper.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.2

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