目的原则下的中美音乐欣赏课互动话语分析

发布时间：2018-05-15 07:17

本文选题：目的原则 + 课程互动　；参考：《上海交通大学》2013年硕士论文

【摘要】：通过运用目的原则分析模型对《走进交响音乐的世界》和《聆听音乐》两门课程中的师生互动话语进行对比分析，，本研究试图为中国大学音乐欣赏课堂中的教师和学生提出一些合理的建议。同时，本研究探讨目的原则在课程互动话语分析中的适用性。根据目的原则分析模型，目的原则将用于分析师生互动中的目的关系、目的层次及具体目的、话语连贯性、话语手段、话语权势和目的追求。从目的关系的角度进行分析，中国的课程和美国的课程都表现为教师和学生的目的相互兼容。而在目的层次方面，美国课程的目的层次比中国课程的要复杂一些。课程中的互动旨在实现每堂课中的目的，进而实现课程的总目的。自上而下的目的组织模式通常出现在由测试问题“启动”的互动中。而自下而上的目的组织模式可以维持学生的兴趣和注意力，从而逐渐引导他们进入随后的教师讲解环节。通过分别观察每个互动环节，美国课程呈现出更丰富的互动模式。另一方面，师生互动都反映或服务于每堂课的目的，因此互动话语是连贯的。在话语手段方面，教师使用直接提问和请求行为来“启动”互动。此外，教师在回答学生提出的问题以及对学生的回答给予反馈后，总能将话语带回到实现该堂课的目的中来，但是学生只能回答教师提出的问题或是根据教师的指令提出问题。因此学生只是被动地合作而已。鉴于提问是“启动”互动的主要策略，所有教师和学生提出的问题都运用对话价值量表进行了测量，以此来反映两门课程的对话程度。虽然中国课程提问总数相对较少，但是对话密度却高于美国的课程。与此同时，话语手段的分析证明了教师和学生在课堂对话中的地位是不平等的。最后，在目的追求方面，教师和学生所采用的话语手段都服务于各自在课堂互动中的目的。本对比研究的结果表明，目的原则能够运用于课堂互动话语分析中。同时，本研究结果也为音乐欣赏课中的互动提出了建议。首先，音乐教师可以根据课程目的精心组织互动环节。其次，本研究可以帮助音乐教师更好地了解课堂互动，便于他们能够选择合适的话语手段来达到最终的教学目的。第三，通过了解学生的话语手段，音乐教师可以创造更多的互动机会，让学生表达自我，充分地参与到音乐欣赏课堂中。此外，本研究的结果也可能对其他学科的教师有所启发。
[Abstract]:This paper makes a contrastive analysis of the interactive discourse between teachers and students in the course of "into the World of Symphony Music" and "listening to Music" by using the objective principle analysis model. This study attempts to provide some reasonable suggestions for teachers and students in music appreciation classes in Chinese universities. At the same time, this study explores the applicability of the Skopos principle in curriculum interactive discourse analysis. According to the analysis model of Skopos principle, the Skopos principle will be used to analyze the Skopos relation, Skopos level and specific purpose, discourse coherence, discourse means, discourse power and teleological pursuit in teacher-student interaction. From the point of view of goal relationship, the Chinese curriculum and the American curriculum both show that the aims of teachers and students are compatible. In the aspect of goal level, the goal level of American curriculum is more complicated than that of Chinese curriculum. The interaction in the course aims to achieve the purpose of each class, and thus to achieve the overall purpose of the course. A top-down purpose organization pattern usually occurs in an interaction "initiated" by a test problem. The bottom-up goal organization model can maintain students' interest and attention, and gradually lead them into the subsequent teacher explanation. By observing each interactive link separately, the American curriculum presents a richer interactive model. On the other hand, teacher-student interaction reflects or serves the purpose of each class, so the interactive discourse is coherent. In the aspect of discourse, teachers use direct questioning and requesting behavior to initiate interaction. In addition, after answering the students' questions and giving feedback to the students' answers, the teachers can always bring the words back to the realization of the purpose of the class, but the students can only answer the teachers' questions or ask questions according to the teachers' instructions. So the students only cooperate passively. Since questioning is the main strategy of "initiating" interaction, all the questions raised by teachers and students are measured with the dialogue value scale to reflect the degree of dialogue between the two courses. Although the total number of questions in Chinese courses is relatively small, the dialogue density is higher than that in the United States. At the same time, the analysis of discourse means proves that teachers and students have unequal status in classroom dialogue. Finally, in the aspect of goal pursuit, both teachers and students use discourse means to serve their respective ends in classroom interaction. The results of this comparative study show that the Skopos principle can be applied to classroom interactive discourse analysis. At the same time, the results of this study also provide suggestions for the interaction in music appreciation class. First of all, music teachers can carefully organize interactive links according to the objectives of the curriculum. Secondly, this study can help music teachers to understand the classroom interaction better, so that they can choose the appropriate discourse means to achieve the ultimate teaching purpose. Thirdly, music teachers can create more interactive opportunities for students to express themselves and participate fully in music appreciation class. In addition, the results of this study may also be instructive to teachers in other disciplines.
【学位授予单位】：上海交通大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H136;H313;J692.8

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