初中英语课堂学生错误回答反馈的现状研究

发布时间：2018-01-12 02:31

本文关键词：初中英语课堂学生错误回答反馈的现状研究　出处：《鲁东大学》2017年硕士论文　论文类型：学位论文

【摘要】：反馈主要指在课堂教学中,教师对学生完成某一学习任务的结果作出的言语性的或者非言语性的评价,它是检查学生学习效果的重要方式。《义务教育英语课程标准》(2011)强调以学生为中心,学生成为英语课堂学习的主体。从理论上讲他们能有更多的机会参与课堂活动,回答英语教师的提问。但是学生在产出语言时出现错误回答也是不可避免的,如果学生的错误回答能够得到有效的反馈将对调动他们的课堂参与的极性和提高学习效率有着重要意义。反馈一直是国内外教育研究的热点之一,也取得了许多研究成果,然而针对初中英语课堂学生错误回答反馈的现状研究仍较匮乏。本论文正是针对这一现状进行了相关的深入研究。本文的研究对象是烟台市经济技术开发区实验中学的250名学生和38名英语老师。通过课堂观察、问卷调查和访谈等研究方法,研究了以下三个问题:1、师生对初中英语课堂学生的错误回答反馈的态度和认识如何?2、学生哪些方面的错误回答会得到反馈?3、学生错误回答是在何时并以何种方式被被反馈的?通过对数据进行分析,笔者得出以下结论:第一、大部分学生对教师的反馈持有积极的态度,希望他们的错误回答能够得到反馈,在多数学生看来,教师对他们的错误回答给予反馈有助于他们英语学习能力的提升。英语教师同样认为对学生错误回答的反馈可以帮助学生了解自己的学习效果并且避免在以后的学习中出现同样的错误。第二、英语课堂中学生错误回答得到反馈的方面主要有语音语调(60.54%)、英语词汇使用(78.51%)、语法(88.17%)、以及语用表达(15.436%)。第三、英语教师通常在两个时间点反馈学生的错误回答,一个时间点是在学生完整地给出自己的回答之后再给予反馈,另一个时间点是在老师在听到错误回答时立即给予反馈;教师多数情况下采取直接告知的方式和重申错误的方式来反馈学生的错误回答。针对上述研究发现,作者提出了相关的建议,以期提高初中英语课堂错误回答反馈的有效性,提高学生学习的积极性和学习效率。
[Abstract]:Feedback mainly refers to the verbal or non-verbal evaluation made by the teacher on the result of a student's completion of a certain learning task in classroom teaching. It is an important way to check the effect of students' learning. English Curriculum Standard for compulsory Education (2011) emphasizes student-centered. Students become the main body of English classroom learning. Theoretically, they have more opportunities to participate in classroom activities and answer English teachers' questions. If students can get effective feedback, it will play an important role in mobilizing the polarity of their classroom participation and improving learning efficiency. Feedback has always been one of the hot spots of educational research at home and abroad. Many research results have also been obtained. However, there is still a lack of research on the error feedback of English students in junior middle school. This thesis makes a deep research on this situation. The object of this thesis is the experiment of Yantai Economic and technological Development Zone. Middle school 250 students and 38 English teachers. Through classroom observation. Based on the questionnaire survey and interview, this paper studies the following three questions: 1. What is the attitude and understanding of the teachers and students to the feedback of the students' wrong answers in the junior middle school English classroom? 2. What aspects of the students' wrong answers will get feedback? 3. When and in what way was the student's wrong answer given? Through the analysis of the data, the author draws the following conclusions: first, most students have a positive attitude towards teachers' feedback, and hope their wrong answers can get feedback, in the view of most students. Teachers give feedback on their wrong answers to help them improve their English learning ability. English teachers also think that feedback on students' wrong answers can help students understand their own learning effects and avoid later on. The same mistakes occur in learning. Second. The main feedback aspects of middle school students' wrong answers in English classroom include pronunciation and intonation, English vocabulary use 78.51, grammar 88.17). Thirdly, English teachers usually give feedback on students' wrong answers at two points in time, one point is to give feedback after the students give their answers in a complete way. Another point in time is to give feedback immediately when the teacher hears the wrong answer; In most cases, teachers adopt the method of direct informing and repeating mistakes to feedback the students' wrong answers. In response to the findings of the above study, the author puts forward some relevant suggestions. The purpose of this paper is to improve the effectiveness of error response feedback in junior middle school English classroom and to improve students' learning enthusiasm and learning efficiency.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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