初中英语教师课堂话语对教师课堂角色的建构

发布时间：2018-05-11 11:12

本文选题：课堂话语 + 教师角色　；参考：《洛阳师范学院》2017年硕士论文

【摘要】：在英语教学中,教师课堂话语是教师在实施课堂活动中所使用的语言,是教师实现其课堂角色的一种重要手段。我国汉语的大环境下,课堂是学生学习英语和使用英语的主要途径,教师课堂话语与其课堂行为密切相关,并体现了教师的教育理念和对自身角色的认知,由此决定了教师课堂话语在英语教学中占有重要地位,故有对其开展研究的必要性。本研究旨在通过对初中英语教师课堂话语的研究,以大量课堂观察、课后访谈和问卷调查为基础,利用费尔克劳三维话语模式理论和源于维果茨基心理发展理论的社会文化理论深入分析英语教师课堂话语动态建构教师角色的过程,综合呈现初中英语教师课堂话语的特征以及其课堂话语所构建的教师角色。由于课堂话语的中介性与动态性决定了教师的课堂角色并非一成不变,在不同教学情境下教师角色可分为传授者、促进者、咨询者和组织者。本研究采用课堂观察和访谈了解英语教师课堂话语的使用现状,结合调查问卷从学生视角辅助了解上述四种教师角色的建构过程。本文发现,初中英语教师可以不断地调整并重新定位自己在课堂教学中的角色,实现教师角色由静态向动态的演化、由单一型向多元化的发展。通过课堂话语,教师传递给学生亲切、信任、尊重的情感信息,营造平等、民主与和谐的对话氛围。同时,教师也应提升学生的自我意识、文化意识以及跨文化沟通能力,促进学生的社会化发展。最后通过费尔克劳三维话语模式,以实际课堂为原点,从教师课堂话语的视角研究教师角色,有助于教师及时反思自身课堂话语质量,从而达到指导教学实践,优化教学效果的目的。
[Abstract]:In English teaching, teachers' classroom discourse is the language used by teachers in carrying out classroom activities, and it is an important means for teachers to realize their classroom roles. The classroom is the main way for students to learn English and use English in the Chinese context in our country. The teacher's classroom discourse is closely related to their classroom behavior and embodies the teacher's educational concept and cognition of his own role. Therefore, teachers' classroom discourse plays an important role in English teaching, so it is necessary to study it. The purpose of this study is to study the classroom discourse of English teachers in junior high school, based on a large number of classroom observations, after-school interviews and questionnaires. Based on Fairclaw's theory of three-dimensional discourse mode and the theory of social culture derived from Vygotsky's theory of psychological development, this paper makes a thorough analysis of the process of dynamic construction of teacher's role in English teachers' classroom discourse. It presents the characteristics of middle school English teachers' classroom discourse and the teacher's role constructed by their classroom discourse. Due to the mediating and dynamic nature of classroom discourse, teachers' classroom roles are not fixed. In different teaching situations, teachers' roles can be divided into teachers, promoters, consultants and organizers. The present study uses classroom observation and interviews to understand the current use of English teachers' classroom discourse and a questionnaire to help them understand the construction process of the four teacher roles from the perspective of students. This paper finds that English teachers in junior high school can constantly adjust and reposition their roles in classroom teaching, and realize the evolution of teachers' roles from static to dynamic, from a single type to a diversified one. Through classroom discourse, teachers convey emotional messages of kindness, trust and respect to students and create a dialogue atmosphere of equality, democracy and harmony. At the same time, teachers should promote students' self-awareness, cultural awareness and cross-cultural communication ability to promote the socialization of students. Finally, through the three dimensional discourse model of Falcrow, taking the actual classroom as the origin, the author studies the teacher's role from the perspective of teacher's classroom discourse, which is helpful for teachers to reflect on the quality of their own classroom discourse in time, so as to guide the teaching practice. The purpose of optimizing teaching effect.
【学位授予单位】：洛阳师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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