支架教学法下高中英语教师反馈语的适切性研究

发布时间：2018-11-07 14:28

【摘要】：Allwright(1984)和Ellis(1994)认为教师的课堂话语是语言的本质,教学是一种人际沟通的过程。因此,教师反馈语作为教与学的桥梁,已受到越来越多教师和学者的关注。义务教育英语新课程标准(2011版)明确指出,英语课程应面向所有学生,并以学生为中心。虽然,许多研究人员反复强调教师反馈语的重要性,但是,目前的研究还有很多问题。例如,大多数研究主要涉及理论分析,在实践中,教师并没有提高使用教师反馈语的意识。因此,大多数教师缺乏教师支架功能反馈语适切性的正确认知。同时,大多数研究对象针对大学或初中,而高中阶段的教师反馈语未得到应有的重视。因此,本文重点探索高中教师的反馈语,试图探究成都市武侯区第十二中学高中教师反馈语支架功能的适切性。本文采用Krashen的输入和情感过滤假设,Long的交互假说和Vygotsky的支架理论作为理论支撑。基于Vygotsky的支架教学法,Wood,Bruner和Ross(1976)提出了六种支架功能:(1)提高对学习任务的兴趣。(2)降低任务的难度和复杂程度。(3)坚持对目标的追求。(4)明确当前进度与理想目标之间的差距及特征。(5)控制解决问题过程中的焦虑情绪。(6)示范行为的理想模式。并将这六种功能主要分为认知支架功能和情感支架功能。基于这些理论,笔者打算从认知支架功能和情感支架功能分析不同类型教师反馈语支架功能的适切性。本论文旨在回答以下四个问题:1、在不同英语教师课堂上,发挥支架功能的教师评价性反馈和话语性反馈的比例是多少?2、学生对不同类型英语教师反馈语的支架功能的态度与偏好是什么?3、不同类型的教师反馈语的具体支架功能是什么?4、通过什么策略可以提高教师反馈语支架功能的适切性?通过对课堂观察,问卷调查和访谈的分析与讨论,研究结果总结如下:首先,不同的教师运用的反馈不同。发挥支架功能的评价性反馈和话语性反馈的比例分别为70.4%和29.6%,这反映了教师的不同教学理念。因此,老师应经常反思自己的教学理念和教学实践,以提高教师反馈语支架功能的适切性。其次,不同的学生对不同类型教师反馈语的支架功能持有不同的态度和偏好。超过80%的学生认为教师反馈语的支架功能对他们的语言学习至关重要。对于评价性反馈的支架功能,学生们希望得到更积极的支架功能反馈,特别是针对性的和具体的教师支架功能反馈。对于消极反馈的支架功能,学生希望教师能够以委婉的方式提供正确的答案,同时避免明确的纠正。对于话语性反馈的支架功能,学生希望教师可以组织各种沟通活动,与他人进行互动。因此,当老师提供支架功能的反馈意见时,他们需要充分考虑学生的需求和情绪,并以教学实践为基础,提供“以学生为中心”的反馈意见。再次,评价反馈主要发挥认知支架功能,话语性反馈主要发挥了情感支架功能。可以得出结论,评价性反馈和话语性反馈提供互补的支架功能。因此,教师应在实际教学中,充分灵活运用评价性反馈和话语性反馈。最后,笔者提出一些提高教师反馈语支架功能适切性的策略:(1)教师更应该注意以学生为中心的课程以及如何创建一个以学生为中心的学习氛围。(2)教师提供支架功能的反馈语时应注意使用礼貌策略,避免给予一些形式的反馈。(3)教师提供负面反馈时应注意技巧和时机,避免直接给负面反馈。(4)教师应经常反思自己的教学理念和经验,以提高教师反馈语支架功能的适切性。
[Abstract]:Allright (1984) and Ellis (1994) think that the teacher's classroom discourse is the essence of language, and teaching is a process of interpersonal communication. As a bridge of teaching and learning, the teacher's feedback language has been concerned by more and more teachers and scholars. The New Curriculum Standard for Compulsory Education (2011) makes it clear that the English course should be directed to all students and centered on the students. While many researchers have repeatedly stressed the importance of the teacher's feedback, there are still many problems in the current study. For example, most studies mainly involve theoretical analysis, and in practice, teachers do not raise awareness of the use of teacher feedback. Therefore, most of the teachers lack the correct perception of the relevance of the functional feedback of the teacher's support. At the same time, most of the subjects were targeted at the university or junior high school, while the high school-level teacher's feedback was not given due attention. Therefore, this paper focuses on the feedback of the high school teachers, and tries to explore the relevance of the function of the support function of the middle school teachers in the twelfth middle school of Wuhou District, Chengdu. In this paper, Krashen's input and emotional filtering hypothesis, Long's interaction hypothesis and the support theory of Vygotsky are used as the theoretical support. Based on Vygotsky's stent-based approach, Wood, Bruner, and Ross (1976) proposed six support functions: (1) increasing interest in learning tasks. (2) The difficulty and complexity of the task are reduced. (3) Adhere to the pursuit of the goal. (4) Clarify the gap and features between the current schedule and the ideal target. and (5) controlling the anxiety emotion in the problem solving process. (6) The ideal model of the model act. and the six functions are mainly divided into a cognitive support function and an emotional support function. Based on these theories, the author intends to analyze the relevance of the function of the support function of different types of teachers from the function of cognitive support and the function of emotional support. The purpose of this thesis is to answer the following four questions: 1. How much is the proportion of the teacher's evaluative feedback and the discourse feedback function of the support function in different English teacher classes? 2. What is the attitude and preference of the student's support function for different types of English teacher feedback? 3. What is the specific support function of different types of teacher feedback? 4. What strategy can improve the relevance of the function of the teacher's feedback language support? Through the analysis and discussion of the classroom observation, the questionnaire and the interview, the research results are summarized as follows: first, the feedback of different teachers is different. The proportion of the evaluative feedback and the discourse feedback of the function of the support is 70.4% and 290.6%, respectively, which reflects the different teaching ideas of the teacher. Therefore, the teacher should always reflect on his own teaching idea and teaching practice so as to improve the relevance of the function of the teacher's feedback language support. Second, different students hold different attitudes and preferences for the support function of different types of teacher feedback. More than 80% of the students think the support function of the teacher's feedback is critical to their language learning. For the support function of the evaluative feedback, the students hope to get more active feedback of the support function, in particular the targeted and specific functional feedback of the teacher's support. For the negative feedback support function, the student wants the teacher to provide the correct answer in a euphemistic way while avoiding a clear correction. For the support function of the discourse feedback, the students hope that the teachers can organize various communication activities and interact with others. Therefore, when the teacher provides the feedback opinion of the support function, they need to take full account of the students' needs and emotions, and provide the feedback of the 鈥淪tudent-centered鈥，

本文编号：2316645