發(fā)布時(shí)間：2018-03-02 14:51

  本文選題：課堂話語　切入點(diǎn)：新手教師　出處：《南京師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：課堂話語是教師與學(xué)生交往互動(dòng)的載體,是信息傳遞的重要途徑,因此初中數(shù)學(xué)課堂的話語研究成為中學(xué)數(shù)學(xué)課堂研究的重點(diǎn)維度之一。處于不同教師專業(yè)發(fā)展階段的教師在課堂話語方面有著各自的特點(diǎn),存在差異。研究不同類型初中數(shù)學(xué)教師的課堂話語,可以為教師對(duì)課堂話語的認(rèn)識(shí)提供一些參考。本文選取了專業(yè)發(fā)展中比較典型的兩類教師：新手教師和專家教師各兩名,研究他們的課堂話語。通過比較兩類教師課堂話語的差異,給出原因分析。通過對(duì)四節(jié)樣本課例的教學(xué)錄像的分析,將其轉(zhuǎn)換成文字實(shí)錄,采用一些編碼方法將所需分析的內(nèi)容加以整理,利用Word和Excel相關(guān)軟件進(jìn)行統(tǒng)計(jì)分析,得出本研究的結(jié)論：1、新手教師的課堂話語量遠(yuǎn)遠(yuǎn)多于專家教師,師生話語量之比也存在較大差異；2、新手教師的課堂話語次數(shù)遠(yuǎn)遠(yuǎn)多于專家教師,師生話語次數(shù)之比差異不大；3、兩類教師的課堂長話語機(jī)會(huì)均超過百分之六十五,差異不大；4、兩類教師都重視教師與單個(gè)學(xué)生互動(dòng)和教師與全班互動(dòng)這兩種互動(dòng)方式,對(duì)于學(xué)生與學(xué)生的互動(dòng)和教師與小組的互動(dòng),新手教師比專家教師更關(guān)注一些;5、兩類教師的課堂話語互動(dòng)內(nèi)容上存在一定的差異；6、兩類教師的課堂提問層次類型存在較大差異;7、兩類教師課堂提問思考時(shí)間存在差異：8、兩類教師的課堂反饋話語存在差異。
[Abstract]:Is the carrier of classroom discourse of teachers and students interaction, is an important way of information transmission, so the study of discourse of junior middle school mathematics classroom has become a key dimension of research on middle school mathematics classroom. At different stages of teachers' professional development of the teachers have their own characteristics, there are differences in classroom discourse. Different types of junior middle school mathematics classroom discourse teachers, can provide some reference for teachers' understanding of classroom discourse. This paper selects two typical teacher professional development of novice teachers and expert teachers: two, study of classroom discourse of them. By comparing the two kinds of teacher talk, give reason analysis. Through the analysis of four samples. The teaching video, convert it into the text, using some encoding methods will be required for the analysis of the content to be finishing, using Word and Excel software. For statistical analysis, the conclusions of this study: 1, the amount of novice teachers' classroom discourse is far more than the expert teacher, teacher talk ratio are quite different; 2, the number of novice teachers' classroom discourse is far more than the expert teachers, teachers and students of the ratio of the number of words had little difference; 3, two teachers of the classroom long discourse opportunities more than sixty-five percent, 4, two kinds of differences; teachers attach importance to teachers and students and teachers and the interaction of individual interaction of the two interactive way for interaction between students and students and teachers interact with group, teachers teach novice expert teachers pay more attention to some; 5, there are some differences between the two types of interactive content of classroom discourse teachers; 6, there is a big difference between the two types of teachers' classroom questioning level; 7, two kinds of teachers' classroom questioning thinking time difference: 8, two teachers of the classroom feedback discourse difference ISO.

【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6

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本文編號(hào)：1556975