支架理论视域下高中英语阅读课教师话语研究

发布时间：2018-05-25 04:18

本文选题：支架 + 英语阅读课　；参考：《内蒙古师范大学》2017年硕士论文

【摘要】：近些年以来,受维果茨基社会文化理论的影响,支架理论越来越多地被运用到英语课堂教学中。教学中的支架指引导学生顺利解决问题和进行任务从而超过原有水平的过程。而且,随着高中英语教育改革的推进,阅读教学在高中英语课程中占着举足轻重的地位,并且英语阅读教学越来越重视对学生阅读能力、思维能力和英语输出能力的培养。此外,作为课堂的重要组成部分,教师话语是教师输入信息,传递信息,与学生共享信息的重要沟通与交流的渠道。有效的教师话语不但可以激发学生的学习兴趣,而且还可以开拓学生思维并且使其积极活跃的参与到课堂活动中来。该论文目的在于了解目前高中英语阅读课堂教师话语中支架的现状,探索怎么通过教师话语促进学生在英语阅读课中的阅读理解和语言习得。该论文旨在回答以下四个问题:(1)高中英语阅读课中存在哪几种支架?(2)各种支架在英语阅读课堂教师话语中呈现怎样的分布特征?(3)英语阅读课教师话语中的这些支架有什么作用?(4)哪些因素影响着英语阅读课教师话语中支架的形成?为了解答以上问题,本研究以内蒙古一机一中高二年级的的五位英语教师和她们的10节英语阅读课为研究对象,采用了课堂观察、转录、教师访谈等研究方法。研究结果如下所述:(1)所有7种支架(提示、示范、联接、澄清、扩展、提问、鼓励)都出现在了高中英语阅读课堂的教师话语中。他们的频次和占比各不相同。其中,鼓励支架占据了主导地位,而示范支架在英语阅读课教师话语中最少出现。(2)英语阅读课教师话语中每一种支架都会对学生们的阅读理解和语言习得产生影响。这些支架在学生阅读理解能力,语言能力,认知能力和情感态度方面都产生了影响。(3)影响英语阅读课教师话语中支架的形成的因素有外在因素也有教师内在因素。外在因素是阅读材料,学生的发展水平,特定的教学情景和有限的课堂时间。内在因素是教师们的性格和教学风格。
[Abstract]:In recent years, under the influence of Vygotsky's sociocultural theory, scaffolding theory has been applied more and more in English classroom teaching. Scaffolding in teaching refers to the process of guiding students to solve problems and carry out tasks so as to exceed the original level. In addition, with the development of English education reform in senior high school, reading teaching plays an important role in senior high school English curriculum, and English reading teaching pays more and more attention to the cultivation of students' reading ability, thinking ability and English output ability. In addition, as an important part of classroom, teacher talk is an important communication channel for teachers to input information, transmit information and share information with students. Effective teacher talk can not only stimulate students' interest in learning, but also open up students' thinking and actively participate in classroom activities. The purpose of this thesis is to understand the current situation of scaffolding in English reading class in senior high school and to explore how to promote students' reading comprehension and language acquisition in English reading class through teacher talk. This thesis aims to answer the following four questions: (1) what kinds of scaffolds exist in English reading classes in senior high school? (2) what are the distributive characteristics of scaffolds in English reading classroom teacher's discourse? (3) these branches of teacher's discourse in English reading class What are the factors that affect the formation of scaffolds in the discourse of English reading teachers? In order to answer the above questions, the present study takes five English teachers and their 10 English reading classes as subjects of study, using classroom observation, transcription, and teacher interviews. All seven scaffolds (cues, demonstrations, connections, clarifications, expansions, questions, and encouragement) appear in the teacher's discourse in senior high school English reading classes. Their frequency and proportion vary. Among them, encouragement scaffolds occupy the dominant position, while demonstration scaffolds are at least present in the teacher's discourse of English reading class. Each scaffold has an impact on students' reading comprehension and language acquisition. These scaffolds have an effect on students' reading comprehension, language ability, cognitive ability and affective attitude. External factors are reading materials, students' level of development, specific teaching situations and limited classroom time. The intrinsic factor is the teacher's character and teaching style.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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