高中英语课堂教师反馈语的个案研究

发布时间：2018-06-24 00:40

本文选题：高中英语课堂 + 教师反馈　；参考：《天津师范大学》2016年硕士论文

【摘要】：教师反馈话语是教师话语的重要组成部分,是教师组织课堂教学及学生获得语言发展的关键因素。适当的教师反馈语不仅能成为学生语言输入重要来源,而且能引发师生互动进而促进学生语言输出。在过去的三十年里,国内外学者对教师的反馈都做了大量研究。然而我国学者的研究大多集中在大学课堂或小学基础阶段的课堂,而对高中英语课堂教师反馈的研究则相对较少,因此笔者认为有必要研究一下高中英语课堂教师反馈的现状。鉴于此,作者以Krashen的输入假设理论,Long的互动理论,支架理论作为理论基础。通过采用课堂观察,教师学生问卷两种研究方法,在天津第二十五中学进行了实证研究。旨在了解教师反馈在该校高一英语课堂的使用情况,包括教师反馈的主要类型,不同类型反馈的功能,影响教师反馈效果的因素以及学生对教师反馈的不同了解、各种反馈的不同态度,以便找出符合目前高中课堂、高中学生需要的反馈策略。通过定量与定性分析,由于高考升学压力过重,高中英语课堂上师生之间的互动、教师对学生的反馈并不十分丰富,而且在实际操作过程中、在传统的以语法词汇为纲的教学模式下,教师反馈也并未得到足够的重视。基于前者对反馈的分类及作者的观察,高中英语课堂上的教师反馈大体可以分为三类：语言反馈与非语言反馈;集体反馈与个别反馈；积极反馈与消极反馈。然后作者分析了各种反馈的功能及影响反馈有效性的因素。尽管这些反馈在课堂上都有应用,但是并非所有的反馈都有效。鉴于此,作者建议：1.老师的反馈必须以学生为中心,再结合学生的学习水平,性格特征及课堂表现进行针对性评价。2.教师的反馈应生动、自然、多样而不是以语法为中心,单调枯燥。3.反馈内容要易于理解,可接受,并且注重效率。
[Abstract]:Teacher feedback discourse is an important part of teacher's discourse. It is the key factor for teachers to organize classroom teaching and students to obtain language development. Appropriate teacher feedback can not only become an important source of language input for students, but also lead to interaction between teachers and students to promote students' language loss. In the past thirty years, scholars at home and abroad have been teaching The teacher's feedback has done a lot of research. However, most of the scholars in our country focus on the classroom of the university or the basic stage of the primary school, while the research on the feedback of teachers in high school English classroom is relatively small. Therefore, the author thinks it is necessary to study the current situation of teacher feedback in high school English class. In view of this, the author takes the input of Krashen. Set up the theory, the Long interaction theory and the scaffolding theory as the theoretical basis. Through the use of two methods of classroom observation and teacher student questionnaire, an empirical study is carried out in Tianjin twenty-fifth middle school. The purpose is to understand the use of teacher feedback in the College English class, including the main types of teacher feedback, and the work of different types of feedback. The factors that affect teachers' feedback effect and students' different understanding of teacher feedback and different attitudes of feedback in order to find out the feedback strategies that meet the needs of high school students and high school students. Feedback is not very rich, and in the process of actual operation, teachers' feedback has not been paid enough attention to in the traditional grammar and vocabulary teaching model. Based on the former classification of feedback and the author's observation, teacher feedback in high school English classroom can be divided into three categories: language feedback and non language feedback; Body feedback and individual feedback; positive feedback and negative feedback. Then the author analyses the functions of all kinds of feedback and the factors that affect the effectiveness of feedback. Although these feedback are applied in the classroom, not all feedback is effective. In view of this, the author suggests that the 1. teacher's feedback must be centered on the students, and then combine the students' learning. The feedback of.2. teachers should be vivid, natural, diverse rather than grammar, and the monotonous and dull.3. feedback content should be easily understood, acceptable, and efficient.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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