汉语初级会话课课堂元话语

发布时间：2019-04-13 18:37

【摘要】：根据元话语的性质与概念，本文将研究视角投入一个全新的领域——汉语初级会话课的课堂元话语。课堂元话语是教师所使用的表达非课文内容的话语，包括课堂组织、管理的话语，前后教学内容的承接、启发、转折、推进、反复、发问等的衔接话语，引发学生参与课堂活动并做出反馈的引导话语。本文的研究内容主要有以下四方面：第一，介绍课堂元话语的概念，包括课堂元话语的定义、初级会话课课堂元话语的特点和性质。第二，联系课堂教学实际，通过分析有效的课堂话语，，概括了会话课课堂元话语的六种基本构成，即：寒暄元话语、导入元话语、指令元话语、提问元话语、修复元话语及反馈元话语。这一部分是本文的重点和创新点。第三，结合话轮的开启、展开和结束，例举课堂教学常用元话语标记。第四，探索课堂元话语实施策略，课堂元话语实施的质量取决于教师各方面的素质。
[Abstract]:According to the nature and concept of meta-discourse, this paper puts the research perspective into a new field-classroom meta-discourse of Chinese elementary conversation class. Classroom meta-discourse is a cohesive discourse used by teachers to express non-text content, including classroom organization, management discourse, acceptance of teaching content before and after, inspiration, turning point, promotion, repetition, questioning, and so on. Lead words that trigger students to participate in classroom activities and make feedback. The main contents of this paper are as follows: first, this paper introduces the concept of classroom meta-discourse, including the definition of classroom meta-discourse, the characteristics and nature of classroom meta-discourse in primary conversation class. Secondly, through the analysis of effective classroom discourse, this paper generalizes the six basic components of classroom meta-discourse in conversational class, that is, greeting meta-discourse, introducing meta-discourse, instruction-meta-discourse, questioning-meta-discourse, and so on. Repair meta-discourse and feedback meta-discourse. This part is the focus and innovation of this paper. Third, combined with the opening, development and end of the turn, give examples of meta-discourse markers commonly used in classroom teaching. Fourth, explore the implementation strategy of classroom meta-discourse, the quality of classroom meta-discourse implementation depends on the quality of teachers.
【学位授予单位】：华中科技大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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