高中英语阅读课中的支架式教师话语研究

发布时间：2018-07-02 14:22

本文选题：支架式教师话语 + 阅读理解层次　；参考：《四川师范大学》2017年硕士论文

【摘要】：基于社会文化视角,维果茨基提出最近发展区概念,由此概念演变而来的“支架”,在教学中得到广泛的运用。在教学过程中,教师主要是通过语言为学生搭建支架以促进学生理解和智力发展达到更高的认知水平从而实现语言习得,这些话语被称为“支架式教师话语”。英语阅读课中,阅读理解分为四个层次,包括文字理解层次、推断性理解层次、评价或创造性理解层次,以及鉴赏性理解层次,每个阅读理解层次对应不同的阅读理解能力。阅读课中的支架式教师话语主要目的是帮助学生理解,为了得出支架式教师话语在各个阅读理解层次的分布特征,导致该分布特征的原因,以及支架式教师话语对学生阅读能力影响,本研究采用了课堂观察、转录课堂录像和采访三种研究方法。课堂观察、录像和转录六位高中英语教师的阅读课堂所得出的数据显示支架式教师话语在四个阅读的理解层次的分布不同,大部分支架式教师话语是为了促进学生达到字面理解层次;而为了帮助学生达到推断性理解层次的支架式教师话语明显少于前一类;同样,促进学生达到评价性或创造理解层次的支架式教师话语所占比例更少,而在鉴赏性理解层次的支架式教师话语几乎没有。六位高一英语教师的访谈解释了支架式话语分布不均的两个原因。第一,高考是课堂教学的重要标杆,高考英语试卷中细节理解题占据阅读理解题目总数一半以上,而剩余部分都是考察学生的推理判断能力,并没有涉及对欣赏能力和批判性思维能力的考察。第二,教师认为低语言水平不适合进行高层次认知活动的观念不但影响着学生的阅读理解程度,而且影响着教学活动的开展。课堂转录资料也表明在阅读课中教师注重运用多种支架式教师话语策略以培养学生部分的阅读理解能力,例如,通过提问和积极反馈等方式使用澄清策略促进理解细节信息的阅读能力的发展。根据学生的智力发展特征,高中生的认知水平以趋于成人认知水平,因此学生在教师的指导下能够达到各个层次的阅读理解。教师在阅读课堂中应该重视对学生阅读能力的全面培养,帮助学生达到各个层次的阅读理解。
[Abstract]:From the perspective of social culture, Vygotsky put forward the concept of "proximal development zone", from which the "scaffold" evolved from the concept has been widely used in teaching. In the process of teaching, teachers build scaffolding for students through language to promote students' understanding and intellectual development to achieve a higher level of cognition, so as to achieve language acquisition. These words are called "scaffolding teacher talk". In English reading class, reading comprehension can be divided into four levels, including text comprehension level, inferential understanding level, evaluation or creative understanding level, and appreciative understanding level. Each reading comprehension level corresponds to different reading comprehension ability. The main purpose of scaffolding teacher talk in reading class is to help students understand. In order to obtain the distribution characteristics of scaffold teacher discourse at all levels of reading comprehension, the reasons for this distribution feature are discussed. As well as the influence of scaffolding teacher talk on students' reading ability, this study adopts three research methods: classroom observation, transcription of classroom video and interview. The data obtained from classroom observation, video recording and transcription of six senior high school English teachers' reading classes show that scaffolding teacher discourse is distributed differently at the four reading comprehension levels. Most of the scaffolding teacher talk is to promote students to reach the level of literal understanding, while to help students to reach the level of inferential understanding of the scaffolding teacher discourse is significantly less than the former; similarly, The proportion of scaffold teacher talk which promotes students to reach the level of evaluation or creation of understanding is less than that of scaffold teacher talk at the level of appreciative understanding. Interviews with six English teachers in Senior one explained two reasons for the uneven distribution of scaffolding discourse. First, the college entrance examination is an important benchmark in classroom teaching. In the college entrance examination paper, the detailed comprehension questions account for more than half of the total reading comprehension questions, while the rest are all about the students' reasoning and judgment ability. And does not involve the appreciation ability and the critical thinking ability inspection. Second, teachers believe that low language proficiency is not suitable for high-level cognitive activities, which not only affects students' reading comprehension, but also affects the development of teaching activities. Classroom transcripts also show that teachers pay attention to using a variety of scaffolding teacher discourse strategies in reading classes to develop students' reading comprehension skills, for example, The use of clarification strategies through questioning and positive feedback promotes the development of reading ability to understand detailed information. According to the characteristics of students' intellectual development, the cognitive level of high school students tends to adult cognitive level, so students can achieve reading comprehension at all levels under the guidance of teachers. Teachers should pay attention to the comprehensive cultivation of students' reading ability in reading class to help students achieve reading comprehension at all levels.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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