中学地理课堂师生言语行为互动研究

发布时间：2018-01-05 14:26

本文关键词：中学地理课堂师生言语行为互动研究　出处：《华东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：在课堂教学中,师生互动包括言语互动和非言语互动,由于语言是课堂中主要的信息传递媒介,因此师生言语行为占据了大部分的课堂教学行为。课堂师生言语互动是指在课堂上师生或者生生之间以言语为媒介而相互影响的过程。研究课堂师生言语互动除了能评价一堂课的课堂教学质量,也能反映教师的课堂教学理念。在师生互动这一研究领域,不少国内外学者都进行过大量的质性或实证研究。其中,最为有影响力的便是美国学者弗兰德斯(Flanders)的师生互动分析技术。本研究基于现实的中国中学地理课堂,对弗兰德斯互动分析技术进行了适应性的改进,利用改进后的弗兰德斯互动分析技术,应用于收集的六位中学地理教师的教学案例,研究我国中学地理课堂中师生言语互动行为的现状及内容特征,并深入探讨师生言语互动中值得借鉴之处以及值得反思之处,以期为广大的一线教师提供借鉴。本文共分为五个部分。本文第一部分基于国内地理课堂的师生互动背景,提出了研究问题和研究意义,并且总结了国内外对于师生互动领域的研究现状;本文第二部分是理论与方法,首先界定了地理课堂中师生言语行为互动的定义,再介绍了本研究所运用的弗兰德斯互动分析系统;第三部分是本研究的核心部分,基于改进后的弗兰德斯互动分析技术,对收集的六位中学地理教师的教学案例进行编码、统计,并从课堂结构、课堂控制、课堂师生情感互动、课堂提问创新程度、课堂师生言语互动曲线五个角度探究地理课堂师生言语互动行为的现状和内容特征,并且,对比了新手教师和经验教师、讲授自然地理模块的教师和讲授人文地理模块的教师的师生言语互动行为的特点和异同;本文第四部分对课堂师生言语互动的内容做了进一步的解析,选取了六位教师中的三位,研究教师提问-学生回答-教师作出反馈的师生互动的经典模式,深入探讨课堂师生交流的质量;本文第五部分是结果与讨论,基于对六位地理教师的课堂师生言语互动行为的数据统计和文本分析,总结地理课堂师生言语行为互动的特点,发现存在的问题,并针对问题提出相应的建议。在研究中发现了地理课堂师生言语行为互动的特点:在课堂言语结构方面,虽然教师言语行为比率高,占有主导地位,但是教师会有意识地将课堂的话语权递交给学生,提高学生的课堂参与程度;在课堂多媒体与实验运用方面,教师都倾向于运用多媒体技术辅助教学;在课堂倾向风格与情感气氛方面,教师倾向于间接教学风格并善于对学生产生积极影响;在课堂问答模式方面,问答模式大体上仍然局限于传统的问与答模式。针对课堂互动中存在的问题,诸如教师言语占主导;课堂互动主体单一;学生缺乏质疑求异精神;学生思考时间少;问与答模式传统,教师提问类型单一;学生回答创新程度低等,本研究提出了相应的建议。
[Abstract]:In the classroom teaching, teacher-student interaction including verbal interaction and non-verbal interaction, because language is the main medium of information transmission in the classroom, the teachers and students of speech act occupies most of the classroom teaching behavior. Teacher-student interaction refers to teachers and students in the classroom or between students of speech and media influence teacher-student mutual process. Study on classroom interaction in addition to the evaluation of class teaching quality, also can reflect the teachers' teaching concept. In the interaction between teachers and students in this research field, many domestic and foreign scholars have done a lot of qualitative or empirical research. Among them, the most influential is the American scholar of Flanders (Flanders). The interaction between teachers and students. This research is based on the analysis of middle school geography classroom Chinese reality, analyzed the adaptability of the improvement of Flanders interaction, with the improved Flanders interaction Technical analysis, six middle school geography teachers used in the collection of teaching cases, the status and content characteristics of geography classroom teacher-student interaction behavior in middle schools in China, and discusses the interaction useful and worthy of reflection, so as to provide reference for the teachers. This paper is divided into five part. The first part of this paper based on the interaction between teachers and students in domestic background of geography classroom, puts forward the research questions and research significance, and summarizes the current situation of research on teacher-student interaction field at home and abroad; the second part is the theory and method, firstly defines the teacher-student interaction in geography classroom speech acts, and then introduces the application of this study Flanders interaction analysis system; the third part is the core part of this research, the improved Flanders interaction analysis technique based on the six high school to collect Physical teachers' teaching case of encoding, statistics, and control of the classroom from the classroom structure, classroom interaction between teachers and students, classroom questioning degree of innovation, status and content features, five aspects of teacher-student interaction curve of geography classroom teacher-student interaction speech and compared the novice teacher and experienced teacher, similarities and differences of language teachers and students the interactive behavior of teachers and the teaching of human geography teaching module module of the natural geography teachers; made a further analysis of the fourth part of the content of teacher-student interaction, selected three six teachers in the study on Teachers' questioning student answer teacher make a classical model of interaction between teachers and students feedback, further research on quality classroom communication between teachers and students; the fifth part is the results and discussion of the six geography teachers teacher-student interaction behavior based on data statistics and text Analysis of the characteristics of interactive summary of geography classroom verbal behavior, and find the existing problems, and puts forward the corresponding suggestions to solve the problems. The characteristics of teacher-student interaction in geography classroom verbal behavior was found in the study: in the classroom verbal structure, although teachers' verbal behavior rate is high, a dominant position, but the teacher will consciously submit classroom discourse to students, improving students' classroom participation in the classroom; multimedia and experimental use, teachers tend to apply multimedia technology in classroom teaching; tendency of style and emotional atmosphere, teachers tend to indirect teaching style and be good to have a positive impact on the students in the classroom; answer pattern, ask about the mode of is still confined to the traditional Q & a mode. Aiming at the existing problems in the classroom interaction, such as teachers' speech classroom interaction single dominant; The students lack of questioning Students Divergent Thinking and less time spirit;; Q & a traditional model, a single teacher questioning type; students answer the low level of innovation, this paper puts forward some corresponding suggestions.

【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55

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