【摘要】：教師課堂話語(yǔ)是教學(xué)工具與教學(xué)內(nèi)容的結(jié)合體,在外語(yǔ)教學(xué)中至關(guān)重要,因此長(zhǎng)時(shí)間以來(lái),教師課堂話語(yǔ)一直是外語(yǔ)教學(xué)研究的重點(diǎn)。在國(guó)內(nèi),課堂話語(yǔ)研究主要是借助國(guó)外相關(guān)理論針對(duì)大學(xué)在職教師進(jìn)行的,而本文試圖以中國(guó)語(yǔ)言學(xué)家顧曰國(guó)先生的即席話語(yǔ)分析范式為框架,研究教學(xué)目標(biāo)實(shí)現(xiàn)、課堂活動(dòng)交流、師生關(guān)系處理過(guò)程中初中經(jīng)驗(yàn)教師與實(shí)習(xí)教師英語(yǔ)課堂話語(yǔ)的異同。本研究選取西安市某初中兩位經(jīng)驗(yàn)教師和兩位實(shí)習(xí)教師為研究對(duì)象,對(duì)其課堂進(jìn)行觀察與錄像,然后對(duì)錄像進(jìn)行轉(zhuǎn)寫(xiě),并從教學(xué)目標(biāo)實(shí)現(xiàn)、課堂活動(dòng)交流、師生關(guān)系處理過(guò)程三個(gè)方面對(duì)轉(zhuǎn)寫(xiě)材料進(jìn)行詳細(xì)分析。根據(jù)分析發(fā)現(xiàn)：首先,在教學(xué)目標(biāo)實(shí)現(xiàn)過(guò)程中,經(jīng)驗(yàn)教師和實(shí)習(xí)教師都能有效導(dǎo)入主題,組織有層次的活動(dòng),總結(jié)課堂重要知識(shí),基本實(shí)現(xiàn)語(yǔ)言目標(biāo)：不同的是,經(jīng)驗(yàn)教師在課堂準(zhǔn)備活動(dòng)中清楚直接地呈現(xiàn)教學(xué)目標(biāo),并在活動(dòng)過(guò)程中實(shí)現(xiàn)多維教學(xué)目標(biāo),而實(shí)習(xí)教師重視語(yǔ)言知識(shí)和技能有時(shí)忽視了情感、文化和學(xué)習(xí)策略目標(biāo)。第二,課堂活動(dòng)交流中,經(jīng)驗(yàn)教師指令簡(jiǎn)潔、準(zhǔn)確、清晰、有邏輯,必要時(shí)示范、舉例或借助母語(yǔ)輔助教學(xué),給予學(xué)生積極反饋、間接方式幫助學(xué)生提高以保持其學(xué)習(xí)信念和熱情；然而實(shí)習(xí)教師指令有時(shí)缺乏邏輯性、贅余、難理解、或與活動(dòng)不一致,而且直接改正學(xué)生錯(cuò)誤。第三,經(jīng)驗(yàn)教師善于維持師生合作關(guān)系并為學(xué)生創(chuàng)造輕松和諧的學(xué)習(xí)氛圍,但實(shí)習(xí)教師的課堂氣氛有些緊張。根據(jù)以上發(fā)現(xiàn)得出如下啟示：首先,有效的導(dǎo)入、漸進(jìn)的活動(dòng)、及時(shí)的總結(jié)對(duì)于實(shí)現(xiàn)教學(xué)目標(biāo)是必不可少的。實(shí)習(xí)教師應(yīng)該重視五維目標(biāo),更加清晰直接地呈現(xiàn)目標(biāo)。其次實(shí)習(xí)教師應(yīng)該學(xué)會(huì)發(fā)出簡(jiǎn)潔、準(zhǔn)確、清晰、有邏輯的指令,必要時(shí)示范舉例或借助母語(yǔ),給予學(xué)生更多積極性反饋,間接糾正學(xué)生錯(cuò)誤以增強(qiáng)其信心或?qū)W習(xí)熱情。最后,實(shí)習(xí)教師應(yīng)該學(xué)會(huì)處理師生關(guān)系,為學(xué)生營(yíng)造輕松公平的學(xué)習(xí)環(huán)境�？傊�,實(shí)習(xí)教師應(yīng)該將所學(xué)教學(xué)理論與實(shí)踐相結(jié)合,積極向經(jīng)驗(yàn)教師學(xué)習(xí),努力在教學(xué)實(shí)踐中提高教師話語(yǔ)水平。本文尚有許多不足之處,還需進(jìn)一步的改善和更深入的研究。
[Abstract]:Teacher classroom discourse is a combination of teaching tools and teaching content, which is very important in foreign language teaching. Therefore, teacher classroom discourse has been the focus of foreign language teaching research for a long time. In our country, classroom discourse research is mainly carried out with the help of relevant theories from abroad, and this paper attempts to achieve the teaching goal with the framework of the extemporaneous discourse analysis paradigm of Chinese linguist Gu Yueguo. The differences and similarities of English classroom discourse between junior high school experienced teachers and intern teachers in the process of classroom activity communication and teacher-student relationship processing. This study selected two experienced teachers and two intern teachers in a junior high school in Xi'an as the research object, observed and recorded the classroom, then transposed the video, and realized the teaching goal and exchanged classroom activities. Three aspects of the processing process of teacher-student relationship are analyzed in detail. According to the analysis, first of all, in the process of achieving the teaching goals, both experienced teachers and intern teachers can effectively introduce themes, organize hierarchical activities, sum up important knowledge in the classroom, and basically achieve the language goals. Experiential teachers clearly and directly present teaching objectives in classroom preparation activities and realize multi-dimensional teaching objectives in the process of activities, while interns sometimes neglect emotional, cultural and learning strategy goals by attaching importance to language knowledge and skills. Second, in the classroom activity exchange, the experience teacher instruction is succinct, accurate, clear, logical, if necessary demonstration, examples or with the aid of mother tongue teaching, gives the student positive feedback, Indirect ways to help students improve to maintain their learning beliefs and enthusiasm; However, intern teacher instructions are sometimes illogical, redundant, difficult to understand, or inconsistent with activities, and directly correct students' mistakes. Thirdly, experienced teachers are good at maintaining the cooperative relationship between teachers and students and creating a relaxed and harmonious learning atmosphere for students, but the classroom atmosphere of intern teachers is somewhat tense. Based on the above findings, the following revelations are obtained: first, effective introduction, progressive activities, and timely summary are essential to the realization of teaching objectives. Intern teachers should attach importance to five-dimensional goals and present them more clearly and directly. Secondly, the intern teachers should learn to give concise, accurate, clear and logical instructions. If necessary, they should demonstrate examples or give students more positive feedback with the help of their mother tongue, so as to indirectly correct students' mistakes in order to enhance their confidence or enthusiasm for learning. Finally, intern teachers should learn to deal with teacher-student relations and create a relaxed and fair learning environment for students. In a word, the intern teachers should combine the teaching theory with the practice, learn from the experienced teachers actively, and try hard to improve the teacher's discourse level in the teaching practice. There are still many deficiencies in this paper, which need further improvement and further study.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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