CSL课堂中教师非言语行为的研究

发布时间：2018-01-01 11:16

本文关键词：CSL课堂中教师非言语行为的研究　出处：《华东师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：本文主要探索以汉语为第二语言的课堂中教师非言语行为的相关情况。主要涉及以下三个问题：第一,师生双方各自对教师课堂非言语行为的意识如何,两者之间是否存在显著差异；第二,课堂中,教师的非言语行为使用情况如何,并深入探究汉语作为二语课堂中教师非言语行为有何特点和存在哪些问题；第三,从课堂环节和非言语行为功能两个角度探究学生的反馈,以明晰学生的倾向。针对这三个问题,本文采用问卷调查、课堂录像、并辅以访谈等方式,同时结合国内外的相关研究,通过统计分析,得出以下几个结论：第一,从总体上看,师生双方对课堂中的教师非言语行为都有较高的关注度。教师对各类非言语行为表现形式的看法较为一致,而学生的看法则较为分散。教师和学生对课堂上教师的“外表形象”、“手势”、“头部动作”、“面部表情”、“姿势”以及“噪声分离”等非言语行为表现形式的意识存在显著差异；而在对“眼睛动作”、“位置和移动”、“时间”、“变调和变音量”的意识上差异不显著。第二,根据课堂观察并分析录像,报告从教师非言语行为表现形式和功能两个维度,全面呈现了以汉语为二语的课堂中教师非言语行为的使用情况,并揭示了汉语作为第二语言课堂中教师非言语行为具有针对性、单一性、倾向性、表演性等特点,同时也存在缺乏规范性,思维固定化,内部差异化等问题。第三,在课堂环节和教师非言语行为功能中,学生对19种非言语行为的排序结果和态度均呈显著差异,同时呈现出一些特殊的趋势和倾向。最后,本文在研究和分析的基础上,提出了一些教学建议,同时希望学生的选择能对今后的教师培训有所启发。
[Abstract]:This paper mainly explores the situation of teachers' nonverbal behavior in Chinese as a second language in the classroom. It mainly involves the following three questions: first, how to both teachers and students on their teachers' nonverbal behavior in classroom consciousness, whether there are significant differences between the two; second, in the classroom, teacher's nonverbal behavior how to use, and further to explore Chinese as teachers' nonverbal behavior in classroom two language have characteristics and problems; third, to explore the students' feedback from the two aspects of Classroom Nonverbal Behaviors and functions, in order to clear their inclination.
In view of these three problems, this paper adopts questionnaires, classroom videos, interviews and other ways. Combined with related studies at home and abroad, the following conclusions are drawn through statistical analysis.
First, from the overall perspective, both teachers and students in the classroom of teacher's nonverbal behavior has a high degree of concern. Teachers' opinions on various forms of nonverbal behavior is consistent, and the opinions of the students is more scattered. Teachers and students in the classroom teacher's "appearance", "gesture", "head action", "expression", "there are significant differences in posture" and "noise separation" nonverbal behavior in the form of consciousness; in the eyes of action "," location and movement "," time "," tone and volume "awareness of the difference is not significant.
Second, based on classroom observation and video analysis, report form and function from two dimensions of teacher's nonverbal behavior, presents a comprehensive usage of teacher's nonverbal behavior in Chinese as a two language in the classroom, and reveals the Chinese as the second language classroom teachers' nonverbal behaviors in targeted, single, tendency the characteristics, performance and so on, there is also a lack of normative thinking, immobilization, internal differences and other issues.
Third, in classroom links and teachers' nonverbal behavior function, students' sorting results and attitudes towards 19 kinds of nonverbal behaviors are significantly different, showing some special trends and tendencies.
Finally, on the basis of the research and analysis, this paper puts forward some teaching suggestions, and hopes that the students' choice can enlighten the training of teachers in the future.

【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195

【参考文献】