基于传播视角的有声教学语言的有效性研究

发布时间：2018-01-21 16:47

本文关键词： 有声语言有效性传播　出处：《辽宁师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：有学者认为在新课程理念下教育即沟通,教学活动是教育者与受教育者之间的对话、意义理解和建构的一种沟通活动,语言是沟通的主要媒介。教师语言的有效性直接影响着学生在课堂上的思维活动,决定着课堂教学的有效性。然而,在实际课堂教学中,存在着大量的低效和无效教学语言。教师对教学语言有效性的认识也仅停留在经验性的总结层面上,只能说出一些抽象的词汇,却说不出具体的可操作的办法。因此,研究从传播学的视角对有声教学语言的有效性进行了研究,包括理论研究,工具的编制和实证研究三大部分。首先,以信息传播理论和建构主义理论为基础,构建了有声教学语言的传播模式,并在此基础上阐述了有声教学语言的传播机理,揭示了有声教学语言的本质。有声教学语言的传播过程是:教师作为传播者,依据教学目标对教学内容进行编码,以有声语言的形式传播给学生。学生对传播的内容选择后,进行自我投射和译码,最后形成意义构建,建立新的认知结构。有声教学语言有效性取决于教师,更取决于学生。有效的有声教学语言就是有利于学生接收信息并达到与学生的沟通,使学生对信息形成意义理解和建构新的认知场的语言。然后,通过访谈法和德菲尔法构建了有声教学语言的评价指标体系,确立了评价标准,利用有声语言的传播机理对其进行分析。最后,以启发性为例对有声教学语言进行了实证研究。在IRF理论的基础上,从结构要素层面、单元层面对课堂对话的有效性进行实证分析。
[Abstract]:Some scholars believe that under the new curriculum concept, education is communication, teaching activity is a kind of communication activity between educator and educatee, meaning understanding and construction. Language is the main medium of communication. The effectiveness of teachers' language directly affects the students' thinking activities in the classroom and determines the effectiveness of classroom teaching. However, in the actual classroom teaching. There are a large number of inefficient and ineffective teaching languages. Teachers' understanding of the effectiveness of teaching language only stays on the level of empirical summary, can only say some abstract vocabulary. Therefore, the study from the perspective of communication studies on the effectiveness of audio teaching language, including theoretical research, the compilation of tools and empirical research three parts. First of all. Based on the theory of information dissemination and constructivism, the communication mode of audio teaching language is constructed, and on this basis, the communication mechanism of audio teaching language is expounded. This paper reveals the essence of the audio teaching language. The communication process of the audio teaching language is that teachers as communicators encode the teaching content according to the teaching objectives. After the students choose the content of the communication, they project and decode themselves, finally form the meaning construction, establish a new cognitive structure. The effectiveness of the audio teaching language depends on the teacher. The effective audio teaching language is the language that helps students to receive information and communicate with students, so that students can understand the meaning of information and construct a new cognitive field. Through the interview method and the Defel method to construct the audible teaching language evaluation index system, established the evaluation standard, uses the sound language dissemination mechanism to carry on the analysis to it. Finally. On the basis of IRF theory, the effectiveness of classroom dialogue is empirically analyzed from the aspects of structural elements and units.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G424

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