小学熟手教师新手教师课堂言语互动的比较研究
发布时间：2018-11-28 21:13
【摘要】：根据英语新课标(2011)的规定,小学阶段英语教学的主要目标是培养孩子学习英语的兴趣和好奇心;同时新课标也提到,师生之间良好的互动对教师教学和学生学习都有积极的影响。互动可以分为言语互动和非言语互动。英语课作为一门语言教学,课堂上的言语互动占有重要的地位。对于熟手教师和新手教师来说,他们课堂上师生言语互动是否存在相似性和差异性,相似性和差异性又体现在哪些方面。因此本文关注到对此研究较少的小学英语课堂,旨在找出熟手教师与新手教师在课堂上言语互动的异同。本文选择了四川师范大学附属实验学校的一位熟手教师和一位新手教师作为研究对象,采用访谈法探究教师关于课堂互动的看法;采用课堂观察法从课堂话语量,课堂气氛,教学倾向和问答模式四个维度对新手和熟手教师的课堂言语互动进行研究,并将收集的数据用FIAS(弗兰德斯言语互动分析系统)进行分析,最终得出以下结论:1.从教师对于课堂互动的看法来说,两位教师均认为课堂上教师应控制教师话语量而使得学生有更多发言机会;友好融洽的课堂氛围有利于知识的传授;教师也应努力创设创新的互动问答模式。不同之处在于两位教师对于教学倾向中教师应采用直接影响还是间接影响持不同看法。2.从话语量来说,两位教师的观念与实际教学都存在差异。熟手教师的课堂上教师话语量偏多(69.3%),不符合该故事教学课的要求;新手教师的课堂上教师话语量比熟手教师少(58.1%),但这与新手教师课堂上的沉默和混乱时间占有一定比例有关,而这些是因为该教师准备不足、缺乏课堂管理方式。3.从课堂氛围来说,两位教师通过肯定学生的回答,表扬和鼓励学生,营造了友好融洽的课堂氛围。4.从教学倾向来说,两位教师都偏向于间接影响和正面强化。但跟新手教师相比,熟手教师采用的直接影响更多,这与该教师的教学观念和固有教学经验相关。5.从问答模式来说,两位老师的问答模式都是传统的一问一答模式。熟手教师喜欢重复和解释问题之后让学生简单作答,新手教师也是简单地教师问学生答。两位都较少以启发学生的方式引导学生自主回答问题,缺乏对学生创造性思维的训练。通过以上结论,本文得到一些启发。首先,在实际教学中,教师应努力改变观念与行动不一致的情况,给学生更多发言机会。其次教师应改变问答模式,多提开放性问题以训练学生的创造性思维。最后一点是经验教师应多学习最新理论,同时新手教师应做好充分的课前准备,并学习课堂管理方法。
[Abstract]:According to the new English Curriculum Standard (2011), the main goal of English teaching in primary school is to cultivate children's interest and curiosity in learning English. At the same time, the new curriculum also mentioned that good interaction between teachers and students has a positive impact on teachers' teaching and students' learning. Interaction can be divided into verbal interaction and non-verbal interaction. English class as a language teaching, language interaction in the classroom plays an important role. For the proficient teachers and novice teachers, whether there are similarities and differences between teachers and students' verbal interaction in their classroom, and what aspects of the similarities and differences are reflected in them. Therefore, this paper focuses on the primary English classroom, which is seldom studied, in order to find out the similarities and differences between the proficient teachers and the novice teachers in the classroom speech interaction. In this paper, an experienced teacher and a novice teacher from the Experimental School affiliated to Sichuan normal University are chosen as the research objects, and the views of the teachers on classroom interaction are explored by the method of interview. Classroom observation is used to study the classroom verbal interaction between novice and proficient teacher from the four dimensions of classroom discourse quantity classroom atmosphere teaching tendency and question and answer mode. The collected data are analyzed by FIAS (Flanders verbal interaction Analysis system), and the following conclusions are drawn: 1. From teachers' views on classroom interaction, both teachers think that teachers should control the amount of teacher talk in class so that students have more opportunities to speak, and a friendly and harmonious classroom atmosphere is conducive to the teaching of knowledge. Teachers should also strive to create innovative interactive Q & A model. The difference is that the two teachers have different views on whether teachers should adopt direct or indirect influence in teaching tendency. 2. In terms of discourse quantity, there are differences between the two teachers' ideas and actual teaching. The amount of teacher talk in the classroom of the proficient teacher is too large (69.3%), which does not meet the requirements of the story teaching class; The amount of teacher talk in the classroom of novice teacher is less than that of the familiar teacher (58.1%), but this is related to the silence and confusion time in the classroom of the novice teacher, which is because the teacher is not well prepared. Lack of classroom management. In terms of classroom atmosphere, the two teachers created a friendly and harmonious classroom atmosphere by affirming the students' answers, praising and encouraging the students. From the teaching tendency, both teachers tend to indirect influence and positive reinforcement. But compared with the novice teacher, the proficient teacher uses the direct influence more, which is related to the teacher's teaching idea and the inherent teaching experience. 5. From the question and answer mode, the two teachers question-answer mode is the traditional one-question-answer mode. Familiar teachers like to repeat and explain questions to students after the simple answer, the novice teacher is also a simple teacher to answer the students. Both of them seldom guide students to answer questions autonomously and lack the training of creative thinking. Through the above conclusions, this paper gets some enlightenment. Firstly, in practical teaching, teachers should try their best to change the inconsistency between ideas and actions, and give students more opportunities to speak. Secondly, teachers should change the Q & A mode and raise more open questions in order to train students' creative thinking. The last point is that experienced teachers should learn more about the latest theories, and the novice teachers should prepare themselves well before class and learn the methods of classroom management.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31
本文编号：2364265
[Abstract]:According to the new English Curriculum Standard (2011), the main goal of English teaching in primary school is to cultivate children's interest and curiosity in learning English. At the same time, the new curriculum also mentioned that good interaction between teachers and students has a positive impact on teachers' teaching and students' learning. Interaction can be divided into verbal interaction and non-verbal interaction. English class as a language teaching, language interaction in the classroom plays an important role. For the proficient teachers and novice teachers, whether there are similarities and differences between teachers and students' verbal interaction in their classroom, and what aspects of the similarities and differences are reflected in them. Therefore, this paper focuses on the primary English classroom, which is seldom studied, in order to find out the similarities and differences between the proficient teachers and the novice teachers in the classroom speech interaction. In this paper, an experienced teacher and a novice teacher from the Experimental School affiliated to Sichuan normal University are chosen as the research objects, and the views of the teachers on classroom interaction are explored by the method of interview. Classroom observation is used to study the classroom verbal interaction between novice and proficient teacher from the four dimensions of classroom discourse quantity classroom atmosphere teaching tendency and question and answer mode. The collected data are analyzed by FIAS (Flanders verbal interaction Analysis system), and the following conclusions are drawn: 1. From teachers' views on classroom interaction, both teachers think that teachers should control the amount of teacher talk in class so that students have more opportunities to speak, and a friendly and harmonious classroom atmosphere is conducive to the teaching of knowledge. Teachers should also strive to create innovative interactive Q & A model. The difference is that the two teachers have different views on whether teachers should adopt direct or indirect influence in teaching tendency. 2. In terms of discourse quantity, there are differences between the two teachers' ideas and actual teaching. The amount of teacher talk in the classroom of the proficient teacher is too large (69.3%), which does not meet the requirements of the story teaching class; The amount of teacher talk in the classroom of novice teacher is less than that of the familiar teacher (58.1%), but this is related to the silence and confusion time in the classroom of the novice teacher, which is because the teacher is not well prepared. Lack of classroom management. In terms of classroom atmosphere, the two teachers created a friendly and harmonious classroom atmosphere by affirming the students' answers, praising and encouraging the students. From the teaching tendency, both teachers tend to indirect influence and positive reinforcement. But compared with the novice teacher, the proficient teacher uses the direct influence more, which is related to the teacher's teaching idea and the inherent teaching experience. 5. From the question and answer mode, the two teachers question-answer mode is the traditional one-question-answer mode. Familiar teachers like to repeat and explain questions to students after the simple answer, the novice teacher is also a simple teacher to answer the students. Both of them seldom guide students to answer questions autonomously and lack the training of creative thinking. Through the above conclusions, this paper gets some enlightenment. Firstly, in practical teaching, teachers should try their best to change the inconsistency between ideas and actions, and give students more opportunities to speak. Secondly, teachers should change the Q & A mode and raise more open questions in order to train students' creative thinking. The last point is that experienced teachers should learn more about the latest theories, and the novice teachers should prepare themselves well before class and learn the methods of classroom management.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31
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