教師話語是教師的教學(xué)媒介、學(xué)生的語言輸入的來源之一,也是英語學(xué)習(xí)語言環(huán)境的要素,對(duì)學(xué)生的語言習(xí)得和可持續(xù)發(fā)展起著不可替代的作用。教師話語分析也是國內(nèi)外語言學(xué)家和教育學(xué)家關(guān)注的熱點(diǎn)。我國有不少學(xué)者對(duì)英語課堂教師話語進(jìn)行了探索性研究,但研究主要集中于大學(xué)課堂,對(duì)中小學(xué),特別是高中英語課堂,教師話語的研究則比較少,而從教育生態(tài)學(xué)的視角分析英語課堂教師話語的研究則更少。近年來,各個(gè)領(lǐng)域都有學(xué)者從生態(tài)視角研究問題(Huang,2016)。在教育教學(xué)領(lǐng)域,研究者從生態(tài)學(xué)的觀點(diǎn)出發(fā),用生態(tài)的眼光審視教學(xué),旨在打造生態(tài)課堂,使課堂教學(xué)走上可持續(xù)發(fā)展的道路。從教育生態(tài)的視角看,英語課堂重視引導(dǎo)學(xué)生自主構(gòu)建可持續(xù)發(fā)展的素質(zhì),為學(xué)生的終身學(xué)習(xí)奠定堅(jiān)實(shí)的基礎(chǔ)。這與目前在教育界備受關(guān)注的培養(yǎng)學(xué)生英語學(xué)科核心素養(yǎng)的目標(biāo)相一致。要實(shí)現(xiàn)這個(gè)目標(biāo),教師是關(guān)鍵。構(gòu)建高中英語生態(tài)課堂對(duì)教師而言,既是機(jī)遇,也是挑戰(zhàn)。高中英語教師應(yīng)更新教師觀念,變革教學(xué)模式,增強(qiáng)教師話語的生態(tài)性,使學(xué)生在今后得到可持續(xù)發(fā)展�；诖�,本研究從教育生態(tài)的視角出發(fā),在調(diào)查分析高中英語課堂教師話語的特點(diǎn)的基礎(chǔ)上,探尋高中英語課堂教師話語的主要限制因素...

【文章頁數(shù)】：118 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Introduction
    0.1 Research Background
        0.1.1 New Curriculum Reform
        0.1.2 New Perspective
    0.2 Purposes of the Research
    0.3 Significance of the Research
    0.4 Layout of the Thesis
Chapter One Literature Review
    1.1 Previous Studies on Teacher Talk
        1.1.1 Interactional Features of Teacher Talk
        1.1.2 Input Features of Teacher Talk
    1.2 Previous Studies on Educational Ecology
        1.2.1 Related Researches on Educational Ecology
        1.2.2 Teacher Talk in the Ecological Classroom
Chapter Two Theoretical Basis
    2.1 Related Principles of Educational Ecology
        2.1.1 The Law of Limiting Factor
        2.1.2 The Law of Niche
        2.1.3 The Flowerpots Effect
    2.2 Ecological Classroom
        2.2.1 Connotation of Ecological Classroom
        2.2.2 Basic Factors of Ecological Classroom
        2.2.3 Characteristics of Ecological Classroom
        2.2.4 Features of Teacher Talk in Ecological English Classroom
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Classroom Observation & Audio-Recording
        3.3.2 Questionnaire
        3.3.3 Interview
    3.4 Data Collection
        3.4.1 Qualitative Data
        3.4.2 Quantitative Data
Chapter Four Results and Analysis
    4.1 Interactional Pattern of Teacher Talk
    4.2 Teacher Initiation Moves
    4.3 Teacher Follow-up Moves
    4.4 Comparison of Teacher Talk and Student Talk Quantities
    4.5 Quality of Teacher Talk
    4.6 Main Limiting Factors of Teacher Talk
Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations and Suggestions for Future Study
References
Appendix I
Appendix II
Appendix III
Appendix IV
Appendix V
Acknowledgements



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