高中英语教师课堂话语对学生课堂参与的影响研究

发布时间：2018-02-11 08:38

本文关键词： 高中英语课堂教师话语学生参与　出处：《闽南师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：主体教育已成为我国实施素质教育的核心问题,学生主体性的最直接体现便是在课堂教学中的参与。只有学生积极参与到教学中,教学效果才能得到保障。只有学生真正参与到英语教学中,才能切实发挥学生在英语学习过程中的主体作用。在英语课堂上,教师的课堂话语作为我国中学生获得可理解性输入的主要来源,对学生课堂参与起着不可忽视的作用,受到越来越多研究者和广大英语教师的关注。国内外学者对英语教师课堂话语和学生课堂参与的研究并不鲜见,但主要集中在对话语特征和话语功能、学生课堂参与类型和参与情况的研究,很少有学者研究英语教师课堂话语对学生学习情感、课堂参与等方面的重要影响。这些研究没有扎根于普通英语课堂,理论意义大于实践意义。在此背景下,本研究提出了以下三个具体问题来研究高中英语教师课堂话语对学生课堂参与造成的具体影响:(1)当前高中英语课堂教学中,学生的课堂行为参与、情感参与和认知参与具体情况如何?高中英语教师课堂提问语、反馈语和演示语使用情况如何?(2)高中英语教师课堂提问语、反馈语和演示语对学生的课堂行为参与、情感参与和认知参与是否造成影响?(3)英语教师哪种类型的课堂话语促使学生积极参与课堂?哪种类型的课堂话语导致学生不愿意积极参与课堂?本研究从英语教师课堂话语的提问语、反馈语和演示语,学生课堂行为参与,认知参与和情感参与六维度入手,采用调查问卷、访谈、课堂观察等研究方法并以之获得数据,通过SPSS和AMOS数据统计分析软件对所收集数据进行了详细深入的分析,以此来探讨高中英语教师课堂话语使用情况和学生课堂参与情况,以及高中英语教师课堂话语对学生课堂参与的影响。研究主要采用了定量与定性研究相结合的方法,对湖北省某所高中的287名学生进行了问卷调查,包括学生对高中英语教师课堂话语反馈问卷和学生英语课堂参与问卷。为了更好地解释调查结果,对调查对象所在班级进行了课堂观察并选取了30节课进行分析,组织了四位任课英语教师和12名学生参加了访谈。通过对数据进行整理分析,得出以下结果:(1)高中英语课堂上,教师演示语、提问语和反馈语使用情况并不理想,都有待改进;学生英语课堂参与情况并不乐观,课堂上情感参与和行为参与较少,认知参与较多。(2)高中英语教师课堂提问语、反馈语和演示语对学生课堂行为参与、情感参与和认知参与有显著影响。(3)当英语教师使用以下类型话语时能促使学生积极参与课堂:合理的纠正方式、灵活多变的反馈形式和多鼓励的反馈语;广泛的提问对象、合适的提问等待时间和问题难度;富有亲和力和鼓励性的话语和清晰的课堂指令等。当英语教师使用以下类型话语时将阻碍学生积极参与课堂:语速太快,语调太平没有激情,声音太小或者课堂指令不清楚;经常让学生单独回答问题或者经常提问成绩好的学生等。
[Abstract]:The subject of education in China has become a key problem in the implementation of quality education, the most direct embodiment of the subjectivity of the students is in the classroom participation. Only students actively participate in teaching, the teaching effect can be guaranteed. Only the students to participate in English teaching, can effectively play the role of students in the English learning process. In the English classroom, classroom teacher talk as our students access to major source of comprehensible input, the role can not be ignored for students in the classroom to participate in play, by more and more researchers and English teachers attention. Domestic and foreign scholars on the study of English teachers' Classroom Discourse and students' participation in classroom teaching is not uncommon and it mainly concentrates on the discourse and discourse functions, types and research in the students' classroom participation, few scholars study the English teachers' classroom discourse on Students Learning emotion, class participation and other important influence. These studies are not rooted in ordinary English classroom, theoretical significance than practical significance. Under this background, this study proposes the following three specific problems of high school English teachers' classroom discourse on the specific impact of the students' participation in classroom teaching: (1) the current senior high school English classroom teaching the behavior of the students, participation, emotional involvement and cognitive participation in the specific situation? Questioning in Senior English teachers, how to use feedback and presentation language? (2) class of senior high school English teachers' questions, feedback of classroom behavior language and presentation language on students' participation, emotional involvement and cognitive engagement impact? (3) what kind of English teachers' classroom discourse to encourage students to actively participate in classroom discourse classroom? What kind of leading students not willing to actively participate in classroom English teaching from this study? Teacher classroom discourse questioning, feedback and presentation language, students participating in classroom behavior, cognitive engagement and emotional engagement with the six dimensions, using questionnaires, interviews, classroom observation and other research methods to obtain data, and AMOS data by SPSS statistical analysis software for a detailed analysis of the collected data, this to explore the use of high school English teachers' classroom discourse and students' participation in classroom teaching, and the influence of high school English teachers' classroom discourse on students' participation in classroom teaching. The study mainly adopts quantitative and qualitative research methods, conducted a survey of 287 students in Hubei Province, a high school, including students of senior high school English teachers' classroom discourse the feedback questionnaire and the students' English Classroom Participation Questionnaire. In order to better explain the results of the survey, the survey where the classes were observed in the classroom and chose 30 Festival Class analysis organized four classroom teachers and 12 students were interviewed. Through the analysis of these data, and obtained the following results: (1) high school English classroom, teachers demonstrate language, questioning and feedback using the situation is not ideal, should be improved; students English classroom participation situation is not optimistic. Class participation and emotional behavior in less cognitive participation more. (2) the question language classroom of senior high school English teachers, feedback and participation of students' language demonstration classroom behavior, emotional involvement and cognitive involvement have significant effects. (3) when English teachers use the following types of words can encourage students to actively participate in Classroom: reasonable correction the way, flexible feedback form and encourage the feedback; extensive questioning object, appropriate questions waiting time and difficulty; classroom instruction and full of affinity and encouraging words and clear Etc. when English teachers use the following types of discourses, they will obstruct students' active participation in Classroom: speed is too fast, intonation is too mild, no passion, too little voice or classroom instruction is not clear, students are often asked to answer questions individually or often ask good grades of students.

【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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