發(fā)布時間：2024-04-14 02:08

　　教師話語的研究歷來受到國內(nèi)外學(xué)者的關(guān)注,然而作者發(fā)現(xiàn),較少有關(guān)于教師話語中態(tài)度資源及其對課堂氛圍的影響的研究。鑒于此,本研究使用評價理論對初中英語課堂教師話語中的態(tài)度資源進(jìn)行深入研究。本研究圍繞三個研究問題展開:在初中英語優(yōu)質(zhì)閱讀課的教師課堂話語中存在哪些態(tài)度資源?這些態(tài)度資源是如何分布的?這些初中英語優(yōu)質(zhì)閱讀課的態(tài)度資源是如何影響課堂氛圍的?本研究主要是對10名全國初中優(yōu)秀教師在“第十二屆全國初中英語課堂教學(xué)觀摩課”錄像資料進(jìn)行分析。通過轉(zhuǎn)寫十節(jié)課中的教師話語,辨別出10節(jié)觀摩課教師話語的態(tài)度資源所占的比重,并分析態(tài)度資源是怎樣影響課堂氛圍的。研究結(jié)果如下:初中英語課堂存在著態(tài)度資源,但其出現(xiàn)的頻率有所不同。鑒賞資源最多,判斷資源次之,情感資源最少。教師利用情感資源來表達(dá)自身觀點(diǎn);利用判斷資源來評價學(xué)生的能力和特點(diǎn);利用鑒賞資源評價學(xué)生的課堂表現(xiàn)和教學(xué)內(nèi)容。10位教師均能合理并靈活地使用各種態(tài)度資源,并通過態(tài)度資源的使用影響課堂氛圍。在英語課堂中,教師要多使用一些積極的態(tài)度資源來評價學(xué)生,并且在評價時要盡可能的客觀,同時也要注意根據(jù)學(xué)生的個性差異使用不同的態(tài)度資源對學(xué)生進(jìn)行不同的評價...

【文章頁數(shù)】：98 頁

【學(xué)位級別】：碩士

【文章目錄】：
中文摘要
abstract
ChapterⅠ Introduction
    1.1 Background of the Research
    1.2 The Significance of the Research
    1.3 The Structure of the Thesis
ChapterⅡ Literature Review
    2.1 Definition of Key Terms
        2.1.1 The Definition of The teacher talk
        2.1.2 The Definition of the Attitude Resources
    2.2 Related studies on teacher talk
        2.2.1 Related studies on teacher talk at abroad
        2.2.2 Related studies on teacher talk at home
    2.3 Related studies on Attitude resources
        2.3.1 Related studies on Attitude Resources at abroad
        2.3.2 Related studies on Attitude resources at home
    2.4 Theoretical Foundation
        2.4.1 the Appraisal Theory
        2.4.2 The Attitude Resource
            2.4.2.1 Affect
            2.4.2.2 Judgment
            2.4.2.3 Appreciation
ChapterⅢ Research Methodology
    3.1 Research Questions
    3.2 Research subjects
    3.3 Research Methods
    3.4 Data Collection
ChapterⅣ Results and Discussion
    4.1 The Types of Attitude resources in teacher talk
    4.2 The Distribution of Attitude resources in teacher talk
    4.3 The Influence of Attitude resources on Classroom Atmosphere
        4.3.1 The influence of Affect on Classroom Atmosphere
            4.3.1.1 The Dis/Inclination in the Teacher Talk
            4.3.1.2 The In/security in the Teacher Talk
            4.3.1.3 The Un/happiness in the Teacher Talk
            4.3.1.4 The Dis/satisfaction in the Teacher Talk
        4.3.2 The influence of Judgment on Classroom Atmosphere
            4.3.2.1 The Normality in the Teacher Talk
            4.3.2.2 The Capacity in the Teacher Talk
            4.3.2.3 The Tenacity in Teacher Talk
            4.3.2.4 The Veracity in Teacher Talk
            4.3.2.5 The Propriety in Teacher Talk
        4.3.3 The Influence of Appreciation on Classroom Atmosphere.
            4.3.3.1 The Reaction in the Teacher Talk
            4.3.3.2 The Composition in the Teacher Talk
            4.3.3.3 The Valuation in the Teacher Talk
ChapterⅤ Conclusion
    5.1 Major Findings
    5.2 Implications of the Research
    5.3 Limitations and Suggestions
References
Appendix1 An Introduction of Ten Classes
Appendix2 The Transcriptions of Ten Classes
Acknowledgments



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