本文選題：小學(xué)高年級　切入點：語文課堂　出處：《遼寧師范大學(xué)》2016年碩士論文

【摘要】：教師反饋話語在課堂教學(xué)中發(fā)揮著重要作用,就知識而言,高質(zhì)量的教師反饋話語是實現(xiàn)師生互動的橋梁,能讓學(xué)生了解自己的優(yōu)點與不足,幫助學(xué)生進(jìn)一步提高自己。就學(xué)生情感而言,高質(zhì)量的教師反饋話語能夠關(guān)注學(xué)生的自尊與情感,可以讓學(xué)生獲得積極的情感體驗,提高學(xué)生的學(xué)習(xí)興趣和信心。就師生關(guān)系而言,高質(zhì)量的教師反饋話語能夠緩解課堂中的緊張氛圍,教師可以獲得學(xué)生的信任,拉近師生之間的距離。雖然教育界一直強調(diào)要重視反饋的作用,給予學(xué)生合理、有效的反饋,但現(xiàn)實課堂上教師在運用反饋話語的過程中依然存在問題,本文以此為切入點來進(jìn)行研究。本研究運用了文獻(xiàn)法、觀察法和訪談法,通過查閱豐富的文獻(xiàn)資料,根據(jù)趙常友、黃淑琴、王曉霞等人的研究,制定了小學(xué)高年級語文課堂教師反饋話語運用情況觀察表,對A市五所小學(xué)高年級的96節(jié)語文課堂進(jìn)行觀察,抽取了小學(xué)高年級的教師和學(xué)生各10名進(jìn)行訪談,選取了兩個典型案例進(jìn)行分析,最終綜合分析小學(xué)高年級語文課堂教師反饋話語運用現(xiàn)狀,發(fā)現(xiàn)教師反饋話語運用過程中存在的問題,探究問題存在的原因,進(jìn)而提出改進(jìn)策略。本研究共包括六個部分。第一部分主要闡述了問題的來源、研究的意義、國內(nèi)外關(guān)于教師反饋話語的文獻(xiàn)綜述、本研究的理論基礎(chǔ)、以及相關(guān)概念界定。第二部分主要介紹了本研究的研究方法和研究思路。第三部分是對小學(xué)高年級語文課堂教師反饋話語運用現(xiàn)狀的分析,包括觀察結(jié)果的分析、訪談結(jié)果的分析以及典型案例的分析。第四部分是結(jié)合觀察結(jié)果、訪談結(jié)果、案例分析結(jié)果,分析教師運用反饋話語過程中存在的問題并探究問題存在的原因。第五部分是基于問題,提出相應(yīng)的改進(jìn)策略。第六部分是本文的研究結(jié)論、創(chuàng)新與反思。
[Abstract]:Teacher feedback discourse plays an important role in classroom teaching. As far as knowledge is concerned, high-quality teacher feedback discourse is a bridge to realize teacher-student interaction, which can help students understand their own advantages and disadvantages and help students to further improve themselves.As far as students' emotion is concerned, high quality teacher feedback can pay attention to students' self-esteem and emotion, make students gain positive emotional experience, and improve students' interest and confidence in learning.As far as teacher-student relationship is concerned, high-quality teacher feedback can relieve the tense atmosphere in the classroom, and teachers can gain the trust of students and narrow the distance between teachers and students.Although the education sector has always emphasized the role of feedback to give students reasonable and effective feedback, but in the real classroom teachers still have problems in the process of the use of feedback discourse, this paper as a starting point to study.Based on the research of Zhao Changyou, Huang Shuqin, Wang Xiaoxia and others, the author made the observation list of the feedback utterance of Chinese teachers in the senior grade of primary school by using the methods of literature, observation and interview, and referring to the abundant literature materials, and according to the research by Zhao Changyou, Huang Shuqin and Wang Xiaoxia, etc.Based on the observation of 96 Chinese classes in five primary schools in A city, 10 teachers and 10 students were selected for interviews, and two typical cases were selected for analysis.Finally, this paper comprehensively analyzes the current situation of teachers' feedback utterances in senior Chinese classes in primary schools, finds out the problems existing in the process of teachers' feedback utterances, probes into the causes of the problems, and then puts forward some strategies for improvement.This study consists of six parts.The first part mainly describes the source of the problem, the significance of the study, the literature review of teacher feedback discourse at home and abroad, the theoretical basis of this study, and the definition of relevant concepts.The second part mainly introduces the research methods and research ideas.The third part is the analysis of the current situation of Chinese teachers' feedback utterances in the senior primary school, including the analysis of the observation results, the analysis of the interview results and the analysis of typical cases.The fourth part is to analyze the problems existing in the process of teachers' feedback utterances and to explore the causes of the problems by combining the results of observation, interview and case analysis.The fifth part is based on the problem, put forward the corresponding improvement strategy.The sixth part is the conclusion, innovation and reflection of this paper.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G623.2

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