“内初班”英语课堂教师评价语与学生参与度的相关性研究

发布时间：2018-03-28 05:13

本文选题：英语课堂　切入点：内初班　出处：《石河子大学》2017年硕士论文

【摘要】：课堂评价语作为课堂教学活动的有机组成,对改进学生学习和教师教学有着不可替代的作用。作为教师课堂评价的客体,学生的参与度是课堂有效性的重要指标。提高学生的课堂参与度已成为实际教学中实现主体性教育的重要举措。内初班为新疆少民族地区基础教育阶段优秀少数民族学生和部分汉族学生提供了优质的英语教育资源,内初班英语课堂教师如何使用恰当的评价语,更好地激发内初班学生积极参与课堂是本研究的核心问题。本研究通过课堂观察、问卷调查得到了内初班英语课堂教师评价语和学生参与度的现状,并通过完善弗兰德斯互动分析系统,记录了内初班54节,4种课型(阅读、听力、语法词汇和写作)的英语课。根据弗兰德斯互动分析系统编码规则,转写获得54份课堂互动矩阵图,经过定量(皮尔逊相关)和会话分析得出不同班级类型(民考民和民考汉)英语教师评价语与学生参与度的具体相关关系和其具体原因。具体结果如下:1.内初班英语教师课堂评价语呈现出语言选择和课堂环节分布的多元化,以及基于学生参与的评价方式的特点。被调查的每个内初班英语教师在其课堂都使用了评价语,其中75%的教师在评价语的选择上使用中英双语,评价环节上做到了多元化,评价分布在课堂提问、角色扮演,小组讨论,头脑风暴等环节;75%的英语教师认为自己了解学生兴趣,并认为内初班大多数学生能够积极参与课堂;50%的教师会在学生课堂表现后给予即时评价。2.内初班英语课堂学生参与情况呈现性别、年级以及班级类型上的差异,其中,班级类型的差异体现着语言基础,课堂学习环境维度上学生课堂参与的差异。在行为参与、认知参与和情感参与方面,男生参与度均显著低于女生(t=-2.537,-2.007,-2.237;df=448,448,285.676;p0.05);随着学习年限的增长,课堂参与度呈现降低的趋势(七年级八年级九年级);民考民班级学生行为参与度显著低于民考汉班级(MD民考民-民考汉=-1.432,p0.05)。3.总体而言,教师评价语较好地促进了民考民班级学生的主动课堂参与,对民考汉班级学生的被动参与影响较大。英语课堂教师肯定评价语更好地促进了民考民班级学生的课堂主动参与,与民考民内初班学生主动参与度呈现强正相关关系(r=.749.7,p0.01);与民考汉内初班学生被动参与度呈现中度正相关关系(r=.513,p0.01)。否定评价语的影响在两种班级未呈现明显差异。模糊评价语与民考民班级学生的被动参与度呈现中度的负相关关系(r=-.448,p=.015),与民考汉学生被动参与度呈现中度正相关关系(r=.608,p=0.001)。4.内初班英语课堂教师评价语除了扮演着基于学习内容的判断与情感反馈的角色,还作为语言输入的一部分,在课堂评价环节的语言交流与互动中影响着学生语言输出及课堂参与的质量。
[Abstract]:As an organic component of classroom teaching activities, classroom evaluation plays an irreplaceable role in improving students' learning and teachers' teaching. Student participation is an important indicator of classroom effectiveness. Improving students' participation in class has become an important measure to realize subjective education in practical teaching. The first class in Xinjiang is an excellent minority in the elementary education stage of minority minority areas in Xinjiang. Ethnic students and some Han students have provided high-quality English education resources. The key problem of this study is how to use appropriate evaluation language to motivate the students to participate actively in the classroom. The questionnaire survey shows the current situation of teachers' evaluation and student participation in the first class of English classes, and through the improvement of Flanders interactive analysis system, records the four classes (reading, listening, reading, listening) in the first class of the first class, which are divided into four classes: reading, listening, listening, reading and listening. According to the coding rules of Flanders Interactive Analysis system, 54 interactive matrix maps were obtained. Through quantitative (Pearson correlation) and conversational analysis, the specific relationship between English teacher evaluation and student participation in different class types (Minkao and Minkaohan) and the specific reasons are obtained. The results are as follows: 1. The classroom evaluation of English teachers presents a diversity of language choices and classroom links. And the characteristics of the evaluation methods based on the students' participation. Each of the first class English teachers surveyed used the evaluation language in their classrooms. 75% of the teachers used Chinese and English bilingualism in the choice of evaluation language, and the evaluation links were diversified. 75% of English teachers said they understood their students' interests in classroom questioning, role-playing, group discussion, brainstorming, etc. It is considered that most of the students in the first class can actively participate in the classroom, and 50% of the teachers will give immediate evaluation after the students' classroom performance. 2. There are differences in the participation of the students in the first class, including gender, grade and class type. The difference of class type reflects the language foundation and the difference of students' classroom participation in the dimension of classroom learning environment. In the aspects of behavioral participation, cognitive participation and emotional participation, the participation of boys is significantly lower than that of girls (4484485.676). Class participation showed a decreasing trend (Grade 7, Grade 8, Grade 9); the level of behavior participation of the students in the civil class was significantly lower than that in the class of the Chinese and the Chinese, which was significantly lower than that in the class of the people and the Han people-1.432%, p 0.05. 3. In general, there was a significant difference between the two classes. The teacher evaluation language can promote the active class participation of the students in the civil class, and has a great influence on the passive participation of the students in the class. The English teacher affirms that the evaluation language can better promote the active participation of the students in the class. There was a strong positive correlation between the active participation of students in the first class and a moderate positive correlation with the passive participation of the students in the first class. There was no significant difference in the effect of negative evaluation between the two classes. There is a moderate negative correlation between the evaluation language and the passive participation degree of the students in the civil and civil classes. There is a moderate positive correlation between the evaluation language and the passive participation degree of the Chinese and Chinese students. Besides, the evaluation language of the English teachers in the first class plays a learn-based role. The role of content judgment and emotional feedback, As a part of language input, the quality of students' language output and classroom participation is influenced by language communication and interaction in classroom evaluation.
【学位授予单位】：石河子大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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