小学数学课堂师生互动中的话语特征研究
发布时间：2019-04-21 09:30
【摘要】：本研究基于分析小学数学课堂师生互动话语特征及其成因的研究目的,探究小学数学课堂中的教师和学生在互动话语量、话语权、话语冲突、互动话语形式和话语模式上呈现何种特征,以及不同年级、不同专业程度的教师在互动话语特征上有何异同等问题。选取四川省巴中市某小学一、三、六年级的三节数学常规新授课为案例,并录制教学视频、转录课堂教学文本。采用会话分析和课堂观察的手段,从定性与定量的角度深入描述当前小学数学课堂中的师生互动话语特征,归纳教师提问、学生回答、教师反馈三种教学活动中师生互动的话语内容和方式,并重点分析学生回答活动中的学生话语特征及师生互动的话语形式。从实证的角度初步探究师生互动的有效性,为一直存在争议的课堂有效互动衡量指标提供一些参考。本文共分为五章。第一章为绪论,阐述选题的缘由、理论基础及研究设计;第二章为文献综述,主要梳理国内外现有的课堂师生话语特征的研究;第三章和第四章为实证研究的结果及讨论,是论文的主要部分;第五章为结论部分,主要阐述研究结果对小学数学教学的启示。本研究表明,当前小学数学课堂中的师生互动话语呈现以下几方面的特征。(1)课堂师生互动中,教师在话语量和话语权上均占主导地位,学生话语权有所丧失,课堂师生言语互动交互频繁,但学生的话语内容多为对教师的被动反应;(2)课堂师生互动中的教师话语表达方式主要是提问,教师话语内容主要是知识型提问,教师话语内容的实质是教师对知识的权威控制;(3)课堂师生互动中的学生话语表达方式主要是集体应答和举手回答,学生话语内容主要是对教师提问的被动回应,学生话语内容的实质是对教师权威的服从;(4)相较于小学低年级,小学高年级学生更容易与教师发生明显的话语冲突。小学低年级学生与教师的话语冲突多表现在话语权上,而高年级学生与教师的话语冲突多表现在课程内容上;(5)师生互动话语形式呈现“一对一”、“一对多”、“无对多”等方式相结合的多样性特点,小学高年级教师比低年级教师更倾向于与学生进行“一对一”互动,学生在数学课堂中获得与教师进行“一对一”互动的机会并不均等;(6)小学数学课堂教师反馈话语有所缺失,课堂师生互动的话语模式呈现“教师提问—学生回答”的固化。
[Abstract]:Based on the analysis of the characteristics and causes of teacher-student interaction in primary school mathematics classroom, this study explores the interactive discourse quantity, discourse right and discourse conflict between teachers and students in primary school mathematics classroom. What are the characteristics of interactive discourse forms and patterns, as well as the similarities and differences in interactive discourse characteristics of teachers of different grades and degrees. In this paper, we selected three new mathematical routine classes of grade one, three and six in a primary school in Bazhong City, Sichuan Province, as a case study, and recorded teaching video and transcribed classroom teaching texts. By means of conversational analysis and classroom observation, this paper describes the characteristics of teacher-student interaction in primary school mathematics classroom from qualitative and quantitative perspectives, and sums up teachers' questions and students' answers. Teachers feedback the contents and ways of teacher-student interaction in three kinds of teaching activities, and focus on the analysis of the characteristics of students' discourse and the discourse forms of teacher-student interaction in students' answering activities. This paper explores the effectiveness of teacher-student interaction from an empirical point of view, and provides some references for the controversial indicators of effective interaction in classroom. This paper is divided into five chapters. The first chapter is the introduction, which explains the reasons, theoretical basis and research design of the topic, and the second chapter is the literature review, mainly combing the existing classroom teacher-student discourse characteristics at home and abroad. The third and fourth chapters are the results and discussions of the empirical research, which is the main part of the thesis, and the fifth chapter is the conclusion, which mainly expounds the enlightenment of the research results to the mathematics teaching in primary schools. This research shows that the teacher-student interactive discourse in primary school mathematics classroom presents the following characteristics: (1) in classroom teacher-student interaction, teachers play a dominant role in the quantity and right of speaking, and students' right to speak has been lost. The interaction between teachers and students is frequent, but the content of students' speech is passive response to teachers. (2) the expression of teacher discourse in classroom teacher-student interaction is mainly questioning, the content of teacher discourse is mainly knowledge-based questioning, and the essence of teacher's discourse content is the authoritative control of teachers' knowledge; (3) in the classroom interaction between teachers and students, the expressions of students' words are mainly collective responses and hands-up responses. The contents of students' words are mainly passive responses to teachers' questions, and the essence of students' discourse content is obedience to teachers' authority; (4) compared with the lower grade of primary school, the senior grade students of primary school are more likely to have obvious conflict of words with teachers. The discourse conflict between the lower grade students and the teachers is mainly expressed in the discourse right, while the discourse conflict between the senior students and the teachers is mainly expressed in the content of the curriculum. (5) the interactive discourse between teachers and students shows the characteristics of "one-to-one", "one-to-many", "no-to-many" and so on. The senior teachers in primary school are more inclined to interact with students than the lower-grade teachers, and the teachers in primary school are more inclined to engage in one-to-one interaction with students. Students' chances of "one-to-one" interaction with teachers in mathematics classroom are not equal; (6) the feedback discourse of teachers in primary school mathematics classroom is lacking, and the discourse mode of teacher-student interaction shows the solidification of "teacher question-student answer".
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.5
本文编号：2462061
[Abstract]:Based on the analysis of the characteristics and causes of teacher-student interaction in primary school mathematics classroom, this study explores the interactive discourse quantity, discourse right and discourse conflict between teachers and students in primary school mathematics classroom. What are the characteristics of interactive discourse forms and patterns, as well as the similarities and differences in interactive discourse characteristics of teachers of different grades and degrees. In this paper, we selected three new mathematical routine classes of grade one, three and six in a primary school in Bazhong City, Sichuan Province, as a case study, and recorded teaching video and transcribed classroom teaching texts. By means of conversational analysis and classroom observation, this paper describes the characteristics of teacher-student interaction in primary school mathematics classroom from qualitative and quantitative perspectives, and sums up teachers' questions and students' answers. Teachers feedback the contents and ways of teacher-student interaction in three kinds of teaching activities, and focus on the analysis of the characteristics of students' discourse and the discourse forms of teacher-student interaction in students' answering activities. This paper explores the effectiveness of teacher-student interaction from an empirical point of view, and provides some references for the controversial indicators of effective interaction in classroom. This paper is divided into five chapters. The first chapter is the introduction, which explains the reasons, theoretical basis and research design of the topic, and the second chapter is the literature review, mainly combing the existing classroom teacher-student discourse characteristics at home and abroad. The third and fourth chapters are the results and discussions of the empirical research, which is the main part of the thesis, and the fifth chapter is the conclusion, which mainly expounds the enlightenment of the research results to the mathematics teaching in primary schools. This research shows that the teacher-student interactive discourse in primary school mathematics classroom presents the following characteristics: (1) in classroom teacher-student interaction, teachers play a dominant role in the quantity and right of speaking, and students' right to speak has been lost. The interaction between teachers and students is frequent, but the content of students' speech is passive response to teachers. (2) the expression of teacher discourse in classroom teacher-student interaction is mainly questioning, the content of teacher discourse is mainly knowledge-based questioning, and the essence of teacher's discourse content is the authoritative control of teachers' knowledge; (3) in the classroom interaction between teachers and students, the expressions of students' words are mainly collective responses and hands-up responses. The contents of students' words are mainly passive responses to teachers' questions, and the essence of students' discourse content is obedience to teachers' authority; (4) compared with the lower grade of primary school, the senior grade students of primary school are more likely to have obvious conflict of words with teachers. The discourse conflict between the lower grade students and the teachers is mainly expressed in the discourse right, while the discourse conflict between the senior students and the teachers is mainly expressed in the content of the curriculum. (5) the interactive discourse between teachers and students shows the characteristics of "one-to-one", "one-to-many", "no-to-many" and so on. The senior teachers in primary school are more inclined to interact with students than the lower-grade teachers, and the teachers in primary school are more inclined to engage in one-to-one interaction with students. Students' chances of "one-to-one" interaction with teachers in mathematics classroom are not equal; (6) the feedback discourse of teachers in primary school mathematics classroom is lacking, and the discourse mode of teacher-student interaction shows the solidification of "teacher question-student answer".
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.5
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