高中优秀英语教师课堂言语互动研究
发布时间：2020-12-30 01:20
课堂言语互动是一种动态的过程,它是指在课堂上发生的包括教师和学生以及学生和学生之间通过有声或者无声的言语信息,相互作用和影响,表达教师和学生的观点和情感的一系列交互事件。近年来,国内外关于教师课堂互动的研究越来越多,也获得了丰硕的研究成果,但是,针对高中英语优秀教师的课堂言语互动的研究较少,本研究拟通过课堂观察的形式对优秀教师的课堂教学进行研究,以树立一种优秀的模板供大家参考并提高教师的教学能力。本研究的目的在于调查黔南民族地区高中优秀英语教师的课堂言语互动情况。同时寻找优秀英语教师课堂言语互动的普遍规律,以供大家参考学习。本次调查研究以黔南州14所高中优秀教师的40个优质课比赛视频为研究对象,本研究以弗兰德斯互动分析系统为研究工具,以收集课堂观察视频为数据收集方法,为了进一步对优秀教师进行课堂言语互动的调查,本研究还采用了半结构化访谈的形式获取定性数据。最后,以弗兰德斯互动分析系统作为数据分析方法。本次调查研究为了回答以下研究问题:1)优秀教师课堂教学中教师言语,学生言语,沉默或困惑的比例各占多少?2)优秀教师对学生间接影响与直接影响的比例是多少?3)优秀教师的积极强化与负强化的比例...
【文章来源】：黔南民族师范学院贵州省
【文章页数】：92 页
【学位级别】：硕士
【文章目录】：
摘要
ABSTRACT
CHAPTER ONE INTRODUCTION
1.1 Background of the Study
1.2 Objectives of the Study
1.3 Significance of the Study
1.4 Operational Key Terms Used in the Present Study
1.4.1 Interactions
1.4.2 Classroom Interactions
1.4.3 Verbal Interactions
1.4.4 Teacher-Student Verbal Interactions
1.4.5 Flanders Interaction Analysis System
1.4.6 Excellent Teachers in Senior High Schools
1.4.7 Verbal Behavior in the Classroom
1.4.8 Outline of the Thesis
1.5 Summary
CHARPTER TWO LITERATURE REVIEW
2.1 Definitions of Excellent English Teachers
2.2 Characteristics of Excellent Teachers
2.3 Definitons of Classroom Interactions
2.4 Classroom Verbal Interactions
2.4.1 Definitions of Classroom Verbal Interactions
2.4.2 Classifications of Classroom Verbal Interactions
2.5 Definitions of Verbal Behaviors
2.6 Theories in Classroom Verbal Interactions
2.6.1 Long’s Interaction Hypothesis Theory
2.6.2 Swain’s Output Hypothesis Theory
2.6.3 The Constructivist Theory
2.7 Studies of Classroom Verbal Language
2.7.1 Classroom Verbal Language Researches Abroad
2.7.1.1 Theoretic Studies of Classroom Verbal Language
2.7.1.2 Empirical Studies of Classroom Verbal Language
2.7.2 Classroom Verba Language Researches in China
2.8 Studies Based on Flanders Interactive Analysis System
2.8.1 Studies Based on Flanders Interactive Analysis System Abroad
2.8.2 Studies Based on Flanders Interactive Analysis System in China
2.9 Research Gaps
CHARPTER THREE REARCH METHEDOLOGY
3.1 Research Questions
3.2 Research Methodology
3.2.1 Subjects
3.2.2 Data Collection Method
3.2.3 Data Analysis Method
3.3 Flanders Interaction Analysis Matrix
3.3.1 Flanders Interactive Analysis System（FIAS）
3.3.2 Flanders Interaction Analysis Category System（FIACS）
3.3.3 Procedures of Flanders Interaction Analysis System
3.3.4 Questioning Models in Flanders System
3.3.5 Interpretations of the Meaning of the Questioning Patterns
3.3.6 Semi-structured Interview
3.3.7 Data Collecting Procedure
CHARPTER FOUR FINGINGS
4.1 Proportion of Teacher Talk,Pupil Talk and Silence or Confusion
4.2 Proportion of Direct Influence and Indirect Influence
4.3 Proportion of Positive Reinforcement and Negative Reinforcement
4.4 Classroom Questioning Models
4.5 Summary
CHAPTER FIVE DISCUSSION
5.1 Proportion of Teacher Talk,Pupil Talk and Silence or Confusion
5.2 Proportion of Direct Influence and Indirect Influence
5.3 Proportion of Positive Reinforcement and Negative Reinforcement
5.4 Classroom Questioning Models
5.5 Summary
CHAPTER SIX CONCLUSIONS,IMPLICATIONS AND RECOMMENDATIONS
6.1 Conclusion
6.1.1 Summary of Question One
6.1.2 Summary of Question Two
6.1.3 Summary of Question Three
6.1.4 Summary of Question Four
6.2 Strategies for Improving Teachers’Classroom Verbal Interactions
6.2.1 Inspire and Guide Students’ Positive Thinking Through Indirect Verbal Behaviors
6.2.2 Focus on Relaxed,Democratic and Open Classroom Atmosphere
6.2.3 Return the Classes to Students
6.2.4 Change Questioning Model
6.2.5 Guide Students’ Active Classroom Verbal Participation
6.2.6 Increase the Effectiveness of Classroom Interactions
6.2.7 Increase the Depth of Interactions
6.2.8 Fully Respect the Students’ Verbal Rights
6.3 Limitations of This Study
6.4 Recommendations For Further Researches
REFERENCES
APPENDIX 1
APPENDIX 2
APPENDIX 3
APPENDIX 4
APPENDIX 5
APPENDIX 6
APPENDIX 7
ACKNOWLEDGEMENTS
本文编号：2946697
【文章来源】：黔南民族师范学院贵州省
【文章页数】：92 页
【学位级别】：硕士
【文章目录】：
摘要
ABSTRACT
CHAPTER ONE INTRODUCTION
1.1 Background of the Study
1.2 Objectives of the Study
1.3 Significance of the Study
1.4 Operational Key Terms Used in the Present Study
1.4.1 Interactions
1.4.2 Classroom Interactions
1.4.3 Verbal Interactions
1.4.4 Teacher-Student Verbal Interactions
1.4.5 Flanders Interaction Analysis System
1.4.6 Excellent Teachers in Senior High Schools
1.4.7 Verbal Behavior in the Classroom
1.4.8 Outline of the Thesis
1.5 Summary
CHARPTER TWO LITERATURE REVIEW
2.1 Definitions of Excellent English Teachers
2.2 Characteristics of Excellent Teachers
2.3 Definitons of Classroom Interactions
2.4 Classroom Verbal Interactions
2.4.1 Definitions of Classroom Verbal Interactions
2.4.2 Classifications of Classroom Verbal Interactions
2.5 Definitions of Verbal Behaviors
2.6 Theories in Classroom Verbal Interactions
2.6.1 Long’s Interaction Hypothesis Theory
2.6.2 Swain’s Output Hypothesis Theory
2.6.3 The Constructivist Theory
2.7 Studies of Classroom Verbal Language
2.7.1 Classroom Verbal Language Researches Abroad
2.7.1.1 Theoretic Studies of Classroom Verbal Language
2.7.1.2 Empirical Studies of Classroom Verbal Language
2.7.2 Classroom Verba Language Researches in China
2.8 Studies Based on Flanders Interactive Analysis System
2.8.1 Studies Based on Flanders Interactive Analysis System Abroad
2.8.2 Studies Based on Flanders Interactive Analysis System in China
2.9 Research Gaps
CHARPTER THREE REARCH METHEDOLOGY
3.1 Research Questions
3.2 Research Methodology
3.2.1 Subjects
3.2.2 Data Collection Method
3.2.3 Data Analysis Method
3.3 Flanders Interaction Analysis Matrix
3.3.1 Flanders Interactive Analysis System（FIAS）
3.3.2 Flanders Interaction Analysis Category System（FIACS）
3.3.3 Procedures of Flanders Interaction Analysis System
3.3.4 Questioning Models in Flanders System
3.3.5 Interpretations of the Meaning of the Questioning Patterns
3.3.6 Semi-structured Interview
3.3.7 Data Collecting Procedure
CHARPTER FOUR FINGINGS
4.1 Proportion of Teacher Talk,Pupil Talk and Silence or Confusion
4.2 Proportion of Direct Influence and Indirect Influence
4.3 Proportion of Positive Reinforcement and Negative Reinforcement
4.4 Classroom Questioning Models
4.5 Summary
CHAPTER FIVE DISCUSSION
5.1 Proportion of Teacher Talk,Pupil Talk and Silence or Confusion
5.2 Proportion of Direct Influence and Indirect Influence
5.3 Proportion of Positive Reinforcement and Negative Reinforcement
5.4 Classroom Questioning Models
5.5 Summary
CHAPTER SIX CONCLUSIONS,IMPLICATIONS AND RECOMMENDATIONS
6.1 Conclusion
6.1.1 Summary of Question One
6.1.2 Summary of Question Two
6.1.3 Summary of Question Three
6.1.4 Summary of Question Four
6.2 Strategies for Improving Teachers’Classroom Verbal Interactions
6.2.1 Inspire and Guide Students’ Positive Thinking Through Indirect Verbal Behaviors
6.2.2 Focus on Relaxed,Democratic and Open Classroom Atmosphere
6.2.3 Return the Classes to Students
6.2.4 Change Questioning Model
6.2.5 Guide Students’ Active Classroom Verbal Participation
6.2.6 Increase the Effectiveness of Classroom Interactions
6.2.7 Increase the Depth of Interactions
6.2.8 Fully Respect the Students’ Verbal Rights
6.3 Limitations of This Study
6.4 Recommendations For Further Researches
REFERENCES
APPENDIX 1
APPENDIX 2
APPENDIX 3
APPENDIX 4
APPENDIX 5
APPENDIX 6
APPENDIX 7
ACKNOWLEDGEMENTS
本文编号：2946697
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