高中英语新手教师与专家型教师课堂对话的比较研究

发布时间：2018-06-08 22:38

本文选题：课堂对话 + 对话教学　；参考：《宁波大学》2017年硕士论文

【摘要】：随着英语课程改革的全面展开,毫无疑问,课堂对话成为提高学生语言习得,培养学生综合语言运用能力,发展学生思维和创造能力的重要手段。英语课堂中的对话为师生双方的言语互动、知识理解、思想沟通、文化意识和情感交流等提供了载体。然而,新手教师初入课堂,对课堂对话的实施存在着许多问题,如教师提问无法激起学生的思考、反馈方式单一、话轮转换无法持续、对话环境压抑等等。这都会导致师生课堂对话失效,学生外语习得受阻,严重影响了英语课堂教学的效果。本文以对话教学理论、二语习得理论、话语分析理论和教师专业发展理论为基础,比较和分析了对话教学视角下高中英语课堂新手教师和专家型教师的课堂对话。通过对N市L中学高二年级的英语课堂进行了观察,又结合访谈进一步了解本研究对象中的四位教师和其班级学生,本研究采用案例分析的研究方法,试图发现高中英语课堂中新手教师课堂对话存在的问题及改进建议。本论文可分成三大部分:第一部分是论文的前三章,是本研究的理论基础部分。第一章主要介绍本研究背景、研究目的与意义、研究方法和核心概念鉴定。第二章梳理了国内外英语课堂对话和新手教师专业发展的相关研究,包括对话教学的内涵和实施模式、新手教师的界定、教师专业发展的内涵和模式、新手教师和专家型教师的比较研究。第三章为理论基础,本研究在对话教学理论、二语习得理论、话语分析理论和教师专业发展理论的基础上为本研究寻找理论支持。第二部分是论文的第四章和第五章,是本研究的主要内容。第四章为研究设计,首先确定研究问题和研究对象,采取课堂观察和访谈法收集资料,然后确定研究框架,以案例分析的方式从教师提问、教师反馈、话轮转换和对话环境四个方面具体分析两类教师课堂对话的差异,最后得出研究结论,分析影响高中英语新手教师的课堂对话中存在的问题;第五章是研究建议,在前文的基础上,提出促进新手教师课堂对话的策略。第三部分是论文的结语部分,总结与反思本研究不足之处并展望未来英语课堂对话的实施。本研究希望通过对话教学的视角比较分析高中英语新手教师和专家型教师的课堂对话的差异,帮助促进新手教师的对话开展,从而为新手教师的专业发展提供思路和方向。
[Abstract]:With the development of English curriculum reform, there is no doubt that classroom dialogue has become an important means to improve students' language acquisition, develop students' comprehensive language use ability, and develop students' thinking and creative ability. The dialogue in English classroom provides the carrier for the verbal interaction, knowledge understanding, thought communication, cultural consciousness and emotional exchange between teachers and students. However, there are many problems in the implementation of classroom dialogue, such as the teacher's question can not arouse students' thinking, the way of feedback is single, the change of conversation is not sustainable, the dialogue environment is depressed and so on. This will result in the failure of classroom dialogue between teachers and students and the hindrance of students' foreign language acquisition, which will seriously affect the effectiveness of English classroom teaching. Based on dialogue teaching theory, second language acquisition theory, discourse analysis theory and teacher professional development theory, this paper compares and analyzes the classroom dialogue between novice and expert English teachers in senior high school from the perspective of dialogue teaching. Through the observation of the English classroom in Grade 2 of L Middle School in N City, and the further understanding of the four teachers and their students in this study, this study adopts the case study method. This paper attempts to find out the problems existing in the classroom dialogue of novice teachers in senior high school English classes and some suggestions for improvement. This paper can be divided into three parts: the first part is the first three chapters, which is the theoretical basis of this study. The first chapter mainly introduces the research background, research purpose and significance, research methods and core concept identification. The second chapter reviews the relevant researches on English classroom dialogue and novice teachers' professional development at home and abroad, including the connotation and implementation mode of dialogue teaching, the definition of novice teachers, and the connotation and mode of teachers' professional development. A comparative study of novice teachers and expert teachers. Chapter three is the theoretical basis of this study, which is based on dialogue teaching theory, second language acquisition theory, discourse analysis theory and teacher professional development theory. The second part is the fourth and fifth chapters of the thesis, which is the main content of this study. The fourth chapter is the design of the research. Firstly, the research questions and objects are determined, then the research framework is determined by classroom observation and interview, and then the teacher questions and feedback are analyzed by case analysis. The differences between the two types of teachers' classroom dialogue are analyzed in the four aspects of turn-switching and dialogue environment. Finally, the research conclusions are drawn, and the problems existing in the classroom dialogue that affect the English novice teachers in senior high school are analyzed. Chapter five is the research recommendations. On the basis of the above, this paper puts forward the strategy of promoting the novice teacher's classroom dialogue. The third part is the conclusion of the thesis, which summarizes and reflects on the shortcomings of this study and looks forward to the implementation of English classroom dialogue in the future. The purpose of this study is to compare and analyze the differences between novice English teachers and expert teachers from the perspective of dialogue teaching, to help promote the dialogue between novice teachers and to provide ideas and directions for the professional development of novice teachers.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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