小学英语课堂中教师理答行为的研究

发布时间：2018-04-22 20:04

本文选题：小学英语教师 + 课堂理答　；参考：《上海师范大学》2017年硕士论文

【摘要】：随着基础教育新课程改革的不断深入,课堂理念的不断推进,有越来越多的专家学者包括一线教师开始关注有效教学和高效课堂的建构和完善,而这些都离不开课堂上师生之间的互动与交流。理答作为课堂问答的最后一个环节显得尤为关键,是教师对学生回答的即时反馈,它既是一种教学行为,又是一种教学评价。理答的好坏决定着课堂教学高效程度,好的理答能够激发学生的学习兴趣,提高课堂教学的有效性,并促进教师的专业成长,提升教师课堂理答行为的能力。因此,课堂理答也越来越受到关注与重视。笔者选择了小学英语课堂中教师的理答行为为研究内容,以小学英语新手教师、熟手教师及专家教师为研究对象,在界定了理答等相关概念的基础上,综合运用文献研究法、录像分析法、比较研究法和访谈法,对小学英语专家、熟手和新手教师的课堂理答行为上的差异进行比较分析,并试图寻找造成其差异的原因,以便帮助新手教师能够从中获益并提高自身课堂理答水平,进而不断缩小与专家教师之间的差距。本研究共分为五个部分。第一部分为绪论。指明本研究提出的课题背景、研究意义以及论文框架。第二部分为文献综述及核心概念。具体介绍了理答的涵义与分类及其影响要素,对新手、熟手和专家教师做出一些核心概念的界定,并概述本研究的国内外相关研究现状及水平以及笔者对其的总结反思。第三部分为研究设计。本章主要阐述了本研究的研究问题、研究对象、研究方法以及研究过程。为整个研究提供了可操作的步骤,并设计了教师课堂理答水平观察统计表作为辅助材料。第四部分为三名教师课堂理答行为情况分析。通过对三名教师的三节同课异构课的理答行为类型和数据统计进行比较和分析,总结出造成教师课堂理答行为差异的主要原因,同时探究学生对教师课堂理答行为的态度和诉求。第五部分为小学英语课堂中教师理答行为的改进措施及结语。力求能够帮助新手教师提高课堂理答水平,优化教师课堂理答行为。最后,还对本研究进行总结概括,描述其局限性及对未来的展望。
[Abstract]:With the deepening of the new curriculum reform of basic education and the promotion of classroom concept, more and more experts and scholars, including first-line teachers, begin to pay attention to the construction and perfection of effective teaching and efficient classroom. These are inseparable from the interaction and communication between teachers and students in the classroom. As the last link of classroom question and answer, it is very important for teachers to give immediate feedback to students. It is not only a kind of teaching behavior, but also a kind of teaching evaluation. The quality of rational answer determines the efficiency of classroom teaching. Good reasoning can stimulate students' interest in learning, improve the effectiveness of classroom teaching, promote the professional growth of teachers, and improve teachers' ability of answering in class. Therefore, the classroom answer is paid more and more attention to. The author chooses the teacher's answering behavior in the primary school English classroom as the research content, takes the primary school English novice teacher, the familiar teacher and the expert teacher as the research object, on the basis of defining the relevant concepts, such as the answer, and so on, synthetically uses the literature research method. Video analysis method, comparative research method and interview method are used to compare and analyze the differences in classroom answering behavior among English experts, proficient teachers and novice teachers in primary schools, and try to find out the reasons for the differences. In order to help novice teachers to benefit from it and improve their classroom answer level, thus narrowing the gap between teachers and experts. This study is divided into five parts. The first part is the introduction. The background, significance and framework of the research are pointed out. The second part is literature review and core concepts. This paper introduces the meaning, classification and influencing factors of the theory of answer, defines the core concepts of novice, proficient and expert teacher, and summarizes the current situation and level of the research at home and abroad and the author's summary and reflection on it. The third part is the research and design. This chapter mainly describes the research issues, research objects, research methods and research process. This paper provides an operable step for the whole study and designs a statistical table of teachers' classroom answering level as a supplementary material. The fourth part is the analysis of three teachers'behavior in classroom. Through the comparison and analysis of the three teachers' behavior types and data statistics of the three different classes in the same class, this paper summarizes the main reasons for the difference of the teacher's behavior in the classroom. At the same time, it explores the attitude and demand of the students to the teacher's behavior of answering questions in class. The fifth part is the improvement measures and conclusion of teacher's answering behavior in primary English classroom. Try to help novice teachers improve the level of classroom answering, optimize teachers' classroom answering behavior. Finally, the paper summarizes the research, describes its limitations and prospects for the future.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

【参考文献】