初中英语课堂师生互动调查研究

发布时间：2018-04-24 01:05

本文选题：师生互动 + 初中　；参考：《鲁东大学》2017年硕士论文

【摘要】：师生课堂互动是指在课堂教学中为达成教学目标教师与学生之间进行的各种交流活动。良好的师生互动能平衡课堂上的知识输入和能力培养,促进教学质量的提高。课堂互动一直是国内外教育研究热点之一,也取得了一些富有成效的研究成果,然而在中国针对初中英语课堂中的师生互动现状调查研究仍较匮乏。希望本研究有助于英语教师更全面地认识初中英语课堂中师生互动存在的问题,为提高课堂师生互动质量提供借鉴。本研究在某初中进行,该研究问卷调查的研究对象为200名学生和30名教师;访谈对象为20名学生和4名教师;课堂观察了4个教师(每个年级一名教师)的8节英语课(每名教师2节课)。结合问卷调查、访谈和课堂观察,笔者研究了以下问题:1.教师和学生对初中英语课堂师生互动的态度如何?2.从师生互动的功能、类型和形式三个角度考量目前初中英语课堂师生互动的现状如何?通过数据分析,其主要发现如下:绝大多数教师和学生对课堂师生互动的持有积极态度,但仍有少部分教师和学生对课堂师生互动持有消极态度。绝大多数教师和学生能意识到师生互动在初中英语课堂的重要性。大多数学生在初中英语课堂中对师生互动饱含热情,大多数教师亦能经常组织师生互动活动。就互动功能而言,认知互动的频率较高(68%),情感互动的频率较低(32%);表明多数教师注重认知互动却忽视情感互动。他们与学生在课堂上的互动多脱离学生日常生活,把知识传授当做英语教学的主要任务。就互动类型而言,使用频率从高到低依次是:提问(71%)、竞赛(15%)、游戏(10%)、欣赏类(4%)。绝大多数教师采用提问的方式进行课堂互动,较少组织竞赛、游戏和欣赏类的活动。就互动形式而言,使用频率从高到低依次是:教师与单个学生(55%)、教师与全班(12%)、教师与小组(4%)、学生与教师(3%)。主要的师生互动形式为教师与单个学生,缺乏教师与全班、教师与小组的互动和学生与老师的互动。针对以上研究发现的初中英语课堂师生互动存在的问题,笔者提出了一些建议:设计高效的问题,创造互动情境;注重情感互动;丰富互动类型;使用多种互动形式。
[Abstract]:Classroom interaction between teachers and students refers to all kinds of communication activities between teachers and students in order to achieve the teaching goal in classroom teaching. Good teacher-student interaction can balance the knowledge input and ability development in class, and promote the improvement of teaching quality. Classroom interaction has always been one of the hotspots of educational research at home and abroad, and has also made some fruitful research results. However, the current situation of teacher-student interaction in junior middle school English classrooms in China is still relatively scarce. It is hoped that this study will be helpful for English teachers to fully understand the problems of teacher-student interaction in junior middle school English classroom and to provide reference for improving the quality of teacher-student interaction. In this study, 200 students and 30 teachers were investigated in a middle school, 20 students and 4 teachers were interviewed. Four teachers (one teacher per grade) were observed in 8 English classes (2 classes per teacher). Combined with questionnaires, interviews and classroom observations, the author studied the following question: 1. What is the attitude of teachers and students to the interaction between teachers and students in junior middle school English classroom? What is the current situation of teacher-student interaction in junior middle school English classroom from the perspective of the functions, types and forms of teacher-student interaction? Through the data analysis, the main findings are as follows: most teachers and students have a positive attitude towards classroom teacher-student interaction, but a small number of teachers and students still have a negative attitude towards classroom teacher-student interaction. Most teachers and students can realize the importance of teacher-student interaction in junior middle school English classroom. Most students are enthusiastic about teacher-student interaction in junior middle school English classroom, and most teachers can organize teacher-student interaction activities frequently. As far as the interaction function is concerned, the frequency of cognitive interaction is higher than that of emotional interaction, and the frequency of affective interaction is lower than that of emotional interaction, indicating that most teachers pay attention to cognitive interaction but neglect emotional interaction. Their interaction with students in the classroom is often divorced from students' daily life, and knowledge teaching is regarded as the main task of English teaching. In terms of interaction types, the frequency of use from high to low is as follows: ask 71s, compete with 15s, play 10s, appreciate class 4s. Most teachers interact with each other by asking questions and organize fewer competitions, games and appreciation activities. In terms of interaction, the frequency of use from high to low is as follows: teacher and individual student, teacher and class, teacher and group, student and teacher, respectively. The main forms of teacher-student interaction are teacher-student interaction, lack of teacher-class interaction, teacher-group interaction and student-teacher interaction. In view of the problems of teacher-student interaction in junior middle school English classroom, the author puts forward some suggestions: designing efficient questions, creating interactive situations, paying attention to emotional interaction, enriching interaction types and using multiple forms of interaction.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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