初中生英语课堂沉默的成因及对策研究

发布时间：2018-05-25 15:23

本文选题：消极沉默 + 英语课堂　；参考：《长春师范大学》2017年硕士论文

【摘要】：众所周知沟通和交流是语言学习的最终目的,目前我国初中生课堂沉默现象普遍存在,尤其英语课堂沉默现象较为严重,由于初中生受到升学的压力因此英语课堂已经成为初中生英语口语练习的主要场所。英语课堂上教师与学生的互动、学生与学生之间的互动对初中生学习英语是必要的,因此英语教师要营造积极活跃的英语课堂氛围。研究表明,良好的课堂互动可以有效的提高学生的语言水平,在传统的英语课堂教学中,教师注重读和写,忽视听和说,因此学生很少用英语来交流,久而久之学生的表达欲望和表达能力都会下降,从而使学生在英语课堂上经常沉默不语,当教师提出问题需要同学们回答配合时,学生们参与教师提问的为数不多,经常用沉默来应对老师的提问。沉默,作为一种交流方式广泛存在人们的生活中,但初中课堂沉默现象使得英语教师的课堂活动和教学任务很难顺利进行,初中生英语课堂这种消极的课堂沉默现象不利于教学活动的顺利开展,这种消极的英语课堂沉默现象将会导致学生不能很好的掌握一门外语。因此笔者将对初中生英语课堂消极的沉默现象作为研究对象。本研究运用了课堂观察法、问卷调查法和访谈法对初中生英语课堂消极的沉默现象的原因进行了调查研究。笔者试图解决以下两个问题。1.初中生英语课堂上消极沉默的主要原因是什么?2.如何有效解决初中生英语课堂的消极沉默现象?笔者观察了长春市某中学的班级为初一五班、初二十班、初三二班,每个班级观察10节课,观察到的课型有阅读课、听力课、练习课、写作课;通过课堂观察得出以下结论:沉默现象出现在每个初中英语课型当中,初一、初二、初三三个年级英语课堂都出现消极沉默现象,根据笔者的课堂观察初三年级学生英语课堂消极沉默现象最严重,因而为了找到初中生英语课堂上这种消极沉默的主要原因,笔者同样针对长春市某中学150名初中生进行了问卷调查和访谈,本问卷主要包括外部环境因素、学生因素和教师因素三个方面。最后笔者同样针对三个年级中的三个班级的英语任课教师和九名学生进行访谈。由于本次研究的研究对象有150人,受客观条件的限制,将对三个班级分别抽取三名学生进行访谈,共九名学生。通过问卷的整理和数据的收集、针对教师和学生访谈结果,笔者得出以下几方面关于初中生英语课堂消极沉默现象的成因;初中生英语课堂消极沉默的原因有中国的传统文化和教学理念、英语课堂气氛和当前的英语评价制度。主要原因有学生自身因素,学生自身因素主要包括学生性格、学习动机、课堂焦虑、学习风格、自我观念。教师的影响主要来自于教师的授课方式、教师的课堂反馈、教师的提问策略。通过课堂观察、问卷调查、以及访谈结果分析得出初中生英语课堂消极沉默现象的主要原因是教师因素和学生因素两方面。为了有效解决初中生英语课堂消极沉默现象的成因,笔者建议应从以下几个方面解决初中生英语课堂消极的沉默现象。首先,创造有利的教学和学习环境,英语教师可以借助多媒体辅助教学。众所周知语言的学习与文化息息相关所以真实的语言环境对二语习得者是必要的,学校方面应尽可能地聘请外籍教师,学生接触真实的语言环境,感受真实的语言环境和文化;其次,英语教师要加强可理解性输入,针对不同的课型英语教师应采用灵活多变的教学方法,有效地课堂提问策略和课堂反馈;最后,基于学生英语学习能力和课堂焦虑现象教师应该采取有效的评价机制和鼓励机制,打造和谐的师生关系,营造良好的学习氛围,以此来解决初中生英语课堂的消极沉默现象,共创高效积极的初中英语课堂。
[Abstract]:It is well known that communication and communication are the ultimate purpose of language learning. At present, the phenomenon of classroom silence in junior high school students is common in our country, especially in English classroom silence. Because of the pressure of junior high school students, English class has become the main place for junior middle school students' oral English practice. The interaction between students and students is necessary for junior high school students to learn English. Therefore, English teachers should create an active and active English classroom atmosphere. The study shows that good classroom interaction can effectively improve the students' language level. In the traditional English classroom teaching, teachers pay attention to reading and writing, ignoring and speaking, so the students are very few. In English communication, the expression of desire and expressive ability of the students will decline for a long time, which makes students often silent in the English class. When the teacher asks the questions to answer and cooperate, the students take part in the teacher's questions, often use silence to answer the teacher's questions. Silence, as a way of communication. There is a wide range of people's lives, but the phenomenon of classroom silence in junior high school makes it difficult for English teachers to carry out their classroom activities and teaching tasks. The passive silence in the classroom of junior high school students is not conducive to the smooth development of the teaching activities. This negative English classroom silence will lead to students' inability to master a good command of the class. This study uses the classroom observation method, the questionnaire survey method and the interview method to investigate the reasons of negative silence in junior high school students' English class. The author tries to solve the following two questions in junior middle school students' English classroom negative sink. What are the main reasons for the silence? 2. how to effectively solve the negative silence in the English class of junior high school students? I observed that classes in a middle school in Changchun were in class five, class ten, class ten, class two, each class observed 10 classes, and the observed classes were reading classes, listening classes, practice classes and writing classes; the following conclusions were drawn through the classroom observation. The phenomenon of silence appears in the English class of every junior middle school. There are negative silence in English classes at first grade, junior grade, junior grade and three grade. According to the author's classroom observation, the negative silence is the most serious in the junior grade students' English class, so the author also tries to find the main reason of the negative silence in the junior middle school students' English class. A questionnaire survey and interviews were conducted for 150 junior high school students in Changchun. The questionnaire included three aspects of external environment, student factors and teacher factors. Finally, the author also interviewed three English class teachers and nine students in three classes in three grades. There were 150 subjects in this study. For the objective conditions, three students were interviewed in three classes, with a total of nine students. Through the collation of the questionnaire and the collection of data, in view of the interview results of teachers and students, the author drew the following reasons for the negative silence in junior high school students' English class; the reasons for the negative silence in junior middle school students' English class were among the reasons. The traditional culture and teaching ideas of the country, the English classroom atmosphere and the current English evaluation system. The main reasons are students' own factors. Students' own factors mainly include student character, learning motivation, classroom anxiety, learning style, self concept. The influence of teachers mainly comes from teachers' teaching methods, teachers' classroom feedback, teachers' mention. In order to solve the causes of negative silence in junior high school students' English classroom, the main reasons for the negative silence in junior high school students' English classroom are the two aspects of the classroom observation, questionnaire survey and interview results. The author suggests that the junior students' English classroom elimination should be solved in order to solve the causes of negative silence in junior high school students. First, to create a favorable teaching and learning environment, English teachers can use multimedia assisted instruction. It is well known that language learning is closely related to culture. So the real language environment is necessary for the two language learners. The school should employ foreign teachers as far as possible, and students are exposed to the real language environment. Second, English teachers should strengthen comprehensible input and adopt flexible teaching methods for different class English teachers, effectively classroom questioning strategies and classroom feedback. Finally, teachers should adopt effective evaluation mechanisms and drums based on students' English learning ability and classroom concern. To build a harmonious relationship between teachers and students and create a good learning atmosphere to solve the negative silence of junior high school students and create an efficient and active English class in junior high school.
【学位授予单位】：长春师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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