弗兰德互动分析系统下的高中英语课堂师生互动话语分析
发布时间：2018-10-29 09:46
【摘要】：在外语环境下的互动中,使用的语言既是学习的工具,也是学习的对象,这也就要求教师在教学过程中要注重师生的课堂互动。互动方式和效率的高低直接影响课堂教学质量。弗兰德互动分析系统为了解高中英语课堂教学质量提供了分析技术,它主要通过记录和分析话语类别和互动过程,为探究课堂教学特点提供了有效途径。本文介绍了互动的概念,详细描述了弗兰德互动话语分析系统的话语分类,回顾了国内外的课堂互动话语研究成果,然后基于Long提出的互动假说,立于建构主义视角,根据我国当前高中英语课堂话语互动的现状,提出了本文的两个研究问题:(1)新疆伊宁市普通高中的英语课堂中的师生互动到底是怎么样的?高一年级与高二年级存在什么差异?(2)教师对师生互动是什么态度?本研究主要采用课堂观察法和访谈法。此次研究选在新疆伊宁市的一所普通高中的英语课堂中进行,选取的高中在高一高二年级推行了特定的课堂教学模式,这里简称为352模式。此模式要求教师将课堂的四十分钟均分为十份,十分之三的时间用于教师教学展示,十分之五的时间用于学生自主合作学习,教师引导,十分之二的时间用于对教学内容的检测。本研究对高一高二两个年级共六个班级的英语堂课进行了课堂观察,并从中选取了十二节课进行结果统计与分析。对个案及全部样本进行数据统计,然后通过弗兰德互动分析系统的三个维度上呈现高中英语课堂师生互动的现状。为了对英语课堂中师生互动状况有一个相对全面的了解,本研究还对本所高中的3名教师进行了访谈,通过收集到的数据和统计,得知在课堂结构方面,学生话语数量均值高于常模,学生在课堂上能够参与互动;在课堂控制方面,教师仍偏向于直接话语,但也适度采用间接话语;在教学风格方面,教师对学生多是积极的话语影响。最后,笔者通过研究结果,提出提高师生互动需要教师与学生建立良好的师生关系;课堂活动设计模式尽量多样化;教师需要根据教学内容合理设计教学活动;教师要注意提问策略和评价方法,主动构建教师与学生的互动。
[Abstract]:In the environment of foreign language interaction, the language used is not only the tool of learning, but also the object of learning, which requires teachers to pay attention to classroom interaction in the process of teaching. The level of interaction and efficiency directly affect the quality of classroom teaching. The Flemish Interactive Analysis system provides an analytical technique for understanding the quality of English teaching in senior high schools. It provides an effective way to explore the characteristics of classroom teaching by recording and analyzing discourse categories and interactive processes. This paper introduces the concept of interaction, describes in detail the discourse classification of Frande's interactive discourse analysis system, reviews the achievements of classroom interactive discourse research both at home and abroad, and then based on the interaction hypothesis proposed by Long, it stands from the perspective of constructivism. According to the current situation of senior high school English classroom discourse interaction in our country, this paper puts forward two research questions: (1) what is the teacher-student interaction in the English classroom of ordinary senior high school in Yining, Xinjiang? What is the difference between Grade one and Grade two? (2) what is the teacher's attitude towards teacher-student interaction? This research mainly adopts classroom observation method and interview method. The study was conducted in the English classroom of an ordinary high school in Yining, Xinjiang. The selected high school carried out a specific classroom teaching model in the second year of senior high school, which is called 352 mode. This model requires teachers to divide each of the 40 minutes of the class into ten parts, with 3/10 of the time spent on the teacher's teaching presentation, 5/10 on the students' independent cooperative learning, and on the guidance of the teacher. 2/10 of the time is spent testing teaching content. The present study makes classroom observations on six classes in two grades of Senior one and two, and selects twelve classes for statistical analysis. The present situation of teacher-student interaction in senior high school English classroom is presented through the three dimensions of Flanders interactive analysis system. In order to have a relatively comprehensive understanding of the teacher-student interaction in the English classroom, the present study also conducted interviews with three teachers in our senior high school. Through the collected data and statistics, we learned about the classroom structure. The average number of students' discourse is higher than the norm, students can participate in the interaction in the classroom; In the aspect of classroom control, teachers still prefer direct discourse, but also adopt indirect discourse appropriately. In the aspect of teaching style, teachers have a positive influence on students. Finally, the author puts forward that the improvement of teacher-student interaction requires teachers and students to establish a good teacher-student relationship, classroom activities design mode as diverse as possible, teachers need to reasonably design teaching activities according to the content of teaching; Teachers should pay attention to questioning strategies and evaluation methods, and take the initiative to construct the interaction between teachers and students.
【学位授予单位】：伊犁师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2297348
[Abstract]:In the environment of foreign language interaction, the language used is not only the tool of learning, but also the object of learning, which requires teachers to pay attention to classroom interaction in the process of teaching. The level of interaction and efficiency directly affect the quality of classroom teaching. The Flemish Interactive Analysis system provides an analytical technique for understanding the quality of English teaching in senior high schools. It provides an effective way to explore the characteristics of classroom teaching by recording and analyzing discourse categories and interactive processes. This paper introduces the concept of interaction, describes in detail the discourse classification of Frande's interactive discourse analysis system, reviews the achievements of classroom interactive discourse research both at home and abroad, and then based on the interaction hypothesis proposed by Long, it stands from the perspective of constructivism. According to the current situation of senior high school English classroom discourse interaction in our country, this paper puts forward two research questions: (1) what is the teacher-student interaction in the English classroom of ordinary senior high school in Yining, Xinjiang? What is the difference between Grade one and Grade two? (2) what is the teacher's attitude towards teacher-student interaction? This research mainly adopts classroom observation method and interview method. The study was conducted in the English classroom of an ordinary high school in Yining, Xinjiang. The selected high school carried out a specific classroom teaching model in the second year of senior high school, which is called 352 mode. This model requires teachers to divide each of the 40 minutes of the class into ten parts, with 3/10 of the time spent on the teacher's teaching presentation, 5/10 on the students' independent cooperative learning, and on the guidance of the teacher. 2/10 of the time is spent testing teaching content. The present study makes classroom observations on six classes in two grades of Senior one and two, and selects twelve classes for statistical analysis. The present situation of teacher-student interaction in senior high school English classroom is presented through the three dimensions of Flanders interactive analysis system. In order to have a relatively comprehensive understanding of the teacher-student interaction in the English classroom, the present study also conducted interviews with three teachers in our senior high school. Through the collected data and statistics, we learned about the classroom structure. The average number of students' discourse is higher than the norm, students can participate in the interaction in the classroom; In the aspect of classroom control, teachers still prefer direct discourse, but also adopt indirect discourse appropriately. In the aspect of teaching style, teachers have a positive influence on students. Finally, the author puts forward that the improvement of teacher-student interaction requires teachers and students to establish a good teacher-student relationship, classroom activities design mode as diverse as possible, teachers need to reasonably design teaching activities according to the content of teaching; Teachers should pay attention to questioning strategies and evaluation methods, and take the initiative to construct the interaction between teachers and students.
【学位授予单位】：伊犁师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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