高中生对英语课堂教师反馈的选择取向及教学建议

发布时间：2018-04-30 17:33

本文选题：课堂有效反馈 + 选择偏好　；参考：《延安大学》2017年硕士论文

【摘要】：目前,多种课堂互动形式存在于英语课堂之中,如提问与回答、教师反馈、意义协商等等。伯明翰学派的主要创始人辛克莱详细地研究了关于课堂话语的相关内容,由此I-R-F结构被提出,可看出课堂反馈在英语教学过程中是必不可少。本研究主要针对的是高中生对于英语课堂中教师给予有效反馈类型的偏好,结合教师在课堂中使用反馈的情况,得出教师在课堂中使用反馈语的不足并提出建议。本文主要采用调查问卷、课堂观察和学生访谈的研究方法,对165位高二年级学生和两名英语教师进行调查研究。通过对调查问卷收集到的数据进行分析得出学生对于有效反馈类型的偏好及不同学习成绩、性别的学生之间对于反馈类型偏好的差异性;通过课堂观察记录英语教师在课堂教学过程中反馈语的使用情况,并根据吴平、LightbownSpada对于课堂反馈的分类,进行分析和总结,结合学生的心理需求,提出教师课堂反馈改进的方法和策略。这样不但可以帮助教师反思自己平时在课堂中所使用的反馈方式,而且可以为教师在今后的反馈语使用方面提供一些启发与思考,从而提高教学质量和学生的学习成效。通过研究,本文得出结论:在现高中英语教学课堂中,教师使用课堂反馈的意识不断提高,反馈方式呈现多样化,增加了学生语言的可理解输入和有效的输出,然而样式虽多样化,但是有效性需进一步提高;不同的英语学习者对于课堂反馈的类型,都存在不同程度的心理偏好;教师现在课堂中使用的课堂反馈存在不能满足学生偏好及心理需求的现象,不但对学生的情绪产生不同程度的影响,而且对于学生学习成效及学习动机产生了消极的影响。总而言之,笔者通过研究和讨论分析,得出目前高中英语教师在课堂上使用的反馈还存在问题,并不能做到因材施教,造成了学生学习动机和课堂参与度的下降,教师应该反思自己的反馈形式,并改进反馈技巧。
[Abstract]:At present, a variety of classroom interaction forms exist in English classes, such as questions and answers, teacher feedback, meaning negotiation and so on. The main founder of the Bermingham school, Sinclair, has studied the related contents of classroom discourse in detail. Thus, the structure of the I-R-F is put forward. It can be seen that class feedback is essential in the course of English teaching. The study mainly focuses on the high school students' preference for the type of effective feedback in the English classroom. Combining with the teachers' feedback in the classroom, the teachers' deficiencies in the use of feedback in the classroom are obtained and suggestions are made. This paper mainly uses the questionnaire, classroom observation and student interview research methods, 165 senior sophomores. Students and two English teachers were investigated. Through the analysis of the data collected from the questionnaire, the students' preference for effective feedback types and their different learning scores and the difference of feedback type preference among the students of sex were found. The use of feedback in classroom teaching was recorded by classroom observation. On the basis of the analysis and summary of the classification of classroom feedback by Wu Ping, LightbownSpada and the psychological needs of the students, the methods and strategies for improving teachers' classroom feedback are put forward, which not only helps teachers to reflect on the feedback formula used in the classroom, but also can be used for teachers to use feedback in the future. It provides some inspiration and thinking to improve the quality of teaching and students' learning effectiveness. Through the study, this paper draws a conclusion that in the English teaching class in senior middle school, the teachers' awareness of using feedback in the classroom is increasing, the way of feedback is diversified, and the comprehensible input and effective output of the students are increased, although the styles are much more. But the effectiveness needs to be further improved; different English learners have different levels of psychological preference for the type of classroom feedback; the classroom feedback used by teachers in the classroom now has a phenomenon that can not satisfy the students' preferences and psychological needs, which not only affects students' emotions in varying degrees, but also for students. In a word, through the study and discussion, the author finds that the feedback of the high school English teachers in the classroom is still a problem, and can not teach students in accordance with their aptitude, resulting in the decline of students' learning motivation and class participation, and teachers should reflect on their feedback forms, and Improve feedback skills.

【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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