高中英语专家型教师和新手教师话语的比较研究

发布时间：2018-06-12 10:53

本文选题：教师话语 + 专家型教师　；参考：《沈阳师范大学》2017年硕士论文

【摘要】：教师主要是通过语言表达实现其教育教学目的,尤其是新课标提出师生之间发展为平等的对话关系之后,教师如何运用语言变得更为重要。本文主要是探讨高中阶段专家型教师和新手教师教师话语的相同点和不同点以及对学生英语学习的不同影响。本文主要采用自然调查法探究,通过课堂录音与转写、观察、访谈和调查问卷等方法,对专家型教师和新手教师的教师话语进行大量的语料收集。同时通过当堂检测以及课后的调查问卷得出结论,由此总结出影响学生学习效果的教师话语的特点。本文从教师的话语量、话语质量、教师提问、教师反馈和交互调整方式等几方面对两类教师课堂话语进行分析。在调查过程中,笔者选取了昌乐二中的六名教师,包括三位专家型教师和三位新手教师,由此来探讨两种类型的教师话语使用状况的异同,研究发现,专家型教师的课堂话语量明显少于新手教师;在话语质量上,专家型的教师话语在母语的使用上多于新手教师,但是新手教师过分注重话语的流利性而忽视了与学生的交流;在问题类型上专家型教师更善于运用参考性问题来激发学生学习兴趣;在交互调整和意义协商上,专家型教师更擅长运用教学机智来与学生进行交流;在反馈环节,专家型和新手教师都能运用积极反馈,但是专家型的反馈更加细致和具体。在对学生学习产生影响方面,可理解性语言的输入,教师话语的指导性,澄清请求的提问方式和积极具体的反馈都会对学生的学习产生积极的影响。通过专家型和新手教师话语相同点和不同点的对比,一方面力图揭示英语课堂的教学现状;另一方面也对如何有效地使用教师话语进行了探讨,使之有利于学生的语言学习。
[Abstract]:It is mainly through language expression that teachers achieve their educational aims, especially after the new curriculum standard puts forward the equal dialogue relationship between teachers and students, it becomes more important for teachers to use language. This paper mainly discusses the similarities and differences between expert teacher and novice teacher talk in senior high school and their influence on students' English learning. This paper mainly adopts the method of natural investigation, through classroom recording and writing, observation, interview and questionnaire, to collect a large number of language materials on the teacher talk of expert teachers and novice teachers. At the same time, the author draws a conclusion by testing in class and questionnaire after class, and concludes the characteristics of teacher talk which affect the students' learning effect. This paper analyzes the two types of teacher discourse from the aspects of teacher discourse quantity, discourse quality, teacher questioning, teacher feedback and interactive adjustment. In the course of investigation, the author selects six teachers in Changle No. 2 Middle School, including three expert teachers and three novice teachers, to explore the similarities and differences between the two types of teacher discourse use. The quantity of classroom discourse of expert teachers is obviously less than that of novice teachers; in the quality of discourse, the use of mother tongue of expert teachers is more than that of novice teachers, but novice teachers pay too much attention to the fluency of discourse and neglect the communication with students. On the question type, expert teachers are more good at using reference questions to stimulate students' interest in learning; in interactive adjustment and meaning negotiation, expert teachers are better at using teaching wit to communicate with students; in feedback link, Both expert and novice teachers can use positive feedback, but expert feedback is more detailed and specific. In terms of the influence on students' learning, the input of comprehensible language, the guidance of teacher's discourse, the way of asking questions for clarification and the positive and concrete feedback will have a positive effect on the students' learning. Through the comparison of the similarities and differences between expert and novice teachers' discourse, this paper tries to reveal the present situation of English teaching on the one hand, and on the other hand, probes into how to use teacher's discourse effectively in order to make it beneficial to students' language learning.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】