基于弗兰德斯互动分析的英语课师生语言互动研究

发布时间：2018-03-09 01:21

本文选题：初中英语教学　切入点：师生语言互动　出处：《聊城大学》2017年硕士论文　论文类型：学位论文

【摘要】：课堂语言不仅是教师传授知识的途径,也是学生获取知识的重要来源,同时也是提高学习者语言输出,增进师生互动的重要手段,是课堂教学的重要组成部分。师生之间良好的语言交流与互动直接影响课堂教学质量。随着新课程改革的不断发展和进步,课堂师生语言互动行为受到越来越多的专家、学者和广大教师的关注。因此,为了解英语课堂师生语言互动的特征和现状,为英语教学提供有益的建议和指导,笔者运用课堂观察的方法,借助课堂语言互动分析系统,对英语优质公开课课堂师生语言互动进行研究,总结其经验,为初中英语教师教学提供借鉴和参考。本研究选取了第十一届全国初中英语教学观摩课其中五节教学课例为样本,以课堂观察为主要研究方法,以课堂实录脚本为辅助手段,以课堂教师语言和学生语言为主要观察视角,依据弗兰德斯互动分析系统,编制了《初中英语优质课师生语言互动观察量表》对课堂语言互动进行详细的观察和记录,对数据进行整理和统计,分析初中英语课师生语言互动情况。文章第一部分阐述了研究背景、目的和意义。第二部分梳理了课堂师生语言互动的概念、类型和国内外研究现状。第三部分和第四部分对选取的五节初中英语课师生课堂语言互动行为展开研究,进行数据统计,从教学结构、教师和学生的语言互动、学生的参与度以及教师语言风格和对学生的反馈态度展开分析。第五部分基于研究结果提出相应的建议,第六部分反思论文存在的不足,展望新的研究。研究发现:课堂教学结构以学生的积极参与为主,然而学生主动开启对话的能力有待提高。教师的课堂语言风格倾向于对学生积极地正面强化,对学生态度和情感的影响以间接影响为主。教师具有一定的教学艺术,善于把握课堂,师生关系融洽。基于上述研究结果,文章最后从教师课堂话语量、课堂教学环境、教师语言的启发性和激励性、教师接纳学生情感等方面提出了反思与建议。
[Abstract]:Classroom language is not only a way for teachers to impart knowledge, but also an important source for students to acquire knowledge. At the same time, it is also an important means to improve learners' language output and enhance teacher-student interaction. Good language communication and interaction between teachers and students directly affect the quality of classroom teaching. With the continuous development and progress of the new curriculum reform, there are more and more experts on language interaction between teachers and students. Therefore, in order to understand the characteristics and current situation of teacher-student language interaction in English classroom, and to provide useful suggestions and guidance for English teaching, the author applies the method of classroom observation to help the classroom language interaction analysis system. This paper makes a study on the teacher-student language interaction between teachers and students in high quality open English class, summarizes its experience, and provides reference for the teaching of junior middle school English teachers. This study selects five teaching examples of the 11th National Junior Middle School English Teaching observation course as a sample. Taking classroom observation as the main research method, classroom actual script as auxiliary means, classroom teacher's language and student's language as the main observation angle, according to Flanders interactive analysis system. The "observation scale of language interaction between Teachers and students in English quality Class in Junior Middle School" has been compiled to observe and record the classroom language interaction in detail, and to sort out and statistics the data. The first part expounds the background, purpose and significance of the research. The second part combs the concept of teacher-student language interaction. In the third and 4th parts, the author studies the teacher-student language interaction behavior in the five junior middle school English classes, carries on the data statistics, from the teaching structure, the teacher and the student's language interaction, carries on the data statistics, from the teaching structure, the teacher and the student's language interaction, Students' participation, teachers' language style and feedback attitude towards students are analyzed. Part 5th gives some suggestions based on the results of the research, and part 6th reflects on the shortcomings of the thesis. Looking forward to the new study, the study found that the structure of classroom teaching is dominated by the active participation of students, but the students' ability to initiate dialogue needs to be improved. The teachers' classroom language style tends to positively strengthen the students. The influence on students' attitude and emotion is mainly indirect. Teachers have a certain teaching art, are good at grasping the classroom, and have a harmonious relationship between teachers and students. Based on the above research results, the article concludes with the quantity of classroom discourse and the classroom teaching environment. Some reflections and suggestions are put forward in the aspects of inspiration and encouragement of teachers' language and acceptance of students' emotions.
【学位授予单位】：聊城大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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