小學(xué)熟手教師新手教師課堂言語互動的比較研究
發(fā)布時間：2018-11-28 21:13
【摘要】：根據(jù)英語新課標(biāo)(2011)的規(guī)定,小學(xué)階段英語教學(xué)的主要目標(biāo)是培養(yǎng)孩子學(xué)習(xí)英語的興趣和好奇心;同時新課標(biāo)也提到,師生之間良好的互動對教師教學(xué)和學(xué)生學(xué)習(xí)都有積極的影響�；涌梢苑譃檠哉Z互動和非言語互動。英語課作為一門語言教學(xué),課堂上的言語互動占有重要的地位。對于熟手教師和新手教師來說,他們課堂上師生言語互動是否存在相似性和差異性,相似性和差異性又體現(xiàn)在哪些方面。因此本文關(guān)注到對此研究較少的小學(xué)英語課堂,旨在找出熟手教師與新手教師在課堂上言語互動的異同。本文選擇了四川師范大學(xué)附屬實驗學(xué)校的一位熟手教師和一位新手教師作為研究對象,采用訪談法探究教師關(guān)于課堂互動的看法;采用課堂觀察法從課堂話語量,課堂氣氛,教學(xué)傾向和問答模式四個維度對新手和熟手教師的課堂言語互動進(jìn)行研究,并將收集的數(shù)據(jù)用FIAS(弗蘭德斯言語互動分析系統(tǒng))進(jìn)行分析,最終得出以下結(jié)論:1.從教師對于課堂互動的看法來說,兩位教師均認(rèn)為課堂上教師應(yīng)控制教師話語量而使得學(xué)生有更多發(fā)言機(jī)會;友好融洽的課堂氛圍有利于知識的傳授;教師也應(yīng)努力創(chuàng)設(shè)創(chuàng)新的互動問答模式。不同之處在于兩位教師對于教學(xué)傾向中教師應(yīng)采用直接影響還是間接影響持不同看法。2.從話語量來說,兩位教師的觀念與實際教學(xué)都存在差異。熟手教師的課堂上教師話語量偏多(69.3%),不符合該故事教學(xué)課的要求;新手教師的課堂上教師話語量比熟手教師少(58.1%),但這與新手教師課堂上的沉默和混亂時間占有一定比例有關(guān),而這些是因為該教師準(zhǔn)備不足、缺乏課堂管理方式。3.從課堂氛圍來說,兩位教師通過肯定學(xué)生的回答,表揚和鼓勵學(xué)生,營造了友好融洽的課堂氛圍。4.從教學(xué)傾向來說,兩位教師都偏向于間接影響和正面強(qiáng)化。但跟新手教師相比,熟手教師采用的直接影響更多,這與該教師的教學(xué)觀念和固有教學(xué)經(jīng)驗相關(guān)。5.從問答模式來說,兩位老師的問答模式都是傳統(tǒng)的一問一答模式。熟手教師喜歡重復(fù)和解釋問題之后讓學(xué)生簡單作答,新手教師也是簡單地教師問學(xué)生答。兩位都較少以啟發(fā)學(xué)生的方式引導(dǎo)學(xué)生自主回答問題,缺乏對學(xué)生創(chuàng)造性思維的訓(xùn)練。通過以上結(jié)論,本文得到一些啟發(fā)。首先,在實際教學(xué)中,教師應(yīng)努力改變觀念與行動不一致的情況,給學(xué)生更多發(fā)言機(jī)會。其次教師應(yīng)改變問答模式,多提開放性問題以訓(xùn)練學(xué)生的創(chuàng)造性思維。最后一點是經(jīng)驗教師應(yīng)多學(xué)習(xí)最新理論,同時新手教師應(yīng)做好充分的課前準(zhǔn)備,并學(xué)習(xí)課堂管理方法。
[Abstract]:According to the new English Curriculum Standard (2011), the main goal of English teaching in primary school is to cultivate children's interest and curiosity in learning English. At the same time, the new curriculum also mentioned that good interaction between teachers and students has a positive impact on teachers' teaching and students' learning. Interaction can be divided into verbal interaction and non-verbal interaction. English class as a language teaching, language interaction in the classroom plays an important role. For the proficient teachers and novice teachers, whether there are similarities and differences between teachers and students' verbal interaction in their classroom, and what aspects of the similarities and differences are reflected in them. Therefore, this paper focuses on the primary English classroom, which is seldom studied, in order to find out the similarities and differences between the proficient teachers and the novice teachers in the classroom speech interaction. In this paper, an experienced teacher and a novice teacher from the Experimental School affiliated to Sichuan normal University are chosen as the research objects, and the views of the teachers on classroom interaction are explored by the method of interview. Classroom observation is used to study the classroom verbal interaction between novice and proficient teacher from the four dimensions of classroom discourse quantity classroom atmosphere teaching tendency and question and answer mode. The collected data are analyzed by FIAS (Flanders verbal interaction Analysis system), and the following conclusions are drawn: 1. From teachers' views on classroom interaction, both teachers think that teachers should control the amount of teacher talk in class so that students have more opportunities to speak, and a friendly and harmonious classroom atmosphere is conducive to the teaching of knowledge. Teachers should also strive to create innovative interactive Q & A model. The difference is that the two teachers have different views on whether teachers should adopt direct or indirect influence in teaching tendency. 2. In terms of discourse quantity, there are differences between the two teachers' ideas and actual teaching. The amount of teacher talk in the classroom of the proficient teacher is too large (69.3%), which does not meet the requirements of the story teaching class; The amount of teacher talk in the classroom of novice teacher is less than that of the familiar teacher (58.1%), but this is related to the silence and confusion time in the classroom of the novice teacher, which is because the teacher is not well prepared. Lack of classroom management. In terms of classroom atmosphere, the two teachers created a friendly and harmonious classroom atmosphere by affirming the students' answers, praising and encouraging the students. From the teaching tendency, both teachers tend to indirect influence and positive reinforcement. But compared with the novice teacher, the proficient teacher uses the direct influence more, which is related to the teacher's teaching idea and the inherent teaching experience. 5. From the question and answer mode, the two teachers question-answer mode is the traditional one-question-answer mode. Familiar teachers like to repeat and explain questions to students after the simple answer, the novice teacher is also a simple teacher to answer the students. Both of them seldom guide students to answer questions autonomously and lack the training of creative thinking. Through the above conclusions, this paper gets some enlightenment. Firstly, in practical teaching, teachers should try their best to change the inconsistency between ideas and actions, and give students more opportunities to speak. Secondly, teachers should change the Q & A mode and raise more open questions in order to train students' creative thinking. The last point is that experienced teachers should learn more about the latest theories, and the novice teachers should prepare themselves well before class and learn the methods of classroom management.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.31
本文編號：2364265
[Abstract]:According to the new English Curriculum Standard (2011), the main goal of English teaching in primary school is to cultivate children's interest and curiosity in learning English. At the same time, the new curriculum also mentioned that good interaction between teachers and students has a positive impact on teachers' teaching and students' learning. Interaction can be divided into verbal interaction and non-verbal interaction. English class as a language teaching, language interaction in the classroom plays an important role. For the proficient teachers and novice teachers, whether there are similarities and differences between teachers and students' verbal interaction in their classroom, and what aspects of the similarities and differences are reflected in them. Therefore, this paper focuses on the primary English classroom, which is seldom studied, in order to find out the similarities and differences between the proficient teachers and the novice teachers in the classroom speech interaction. In this paper, an experienced teacher and a novice teacher from the Experimental School affiliated to Sichuan normal University are chosen as the research objects, and the views of the teachers on classroom interaction are explored by the method of interview. Classroom observation is used to study the classroom verbal interaction between novice and proficient teacher from the four dimensions of classroom discourse quantity classroom atmosphere teaching tendency and question and answer mode. The collected data are analyzed by FIAS (Flanders verbal interaction Analysis system), and the following conclusions are drawn: 1. From teachers' views on classroom interaction, both teachers think that teachers should control the amount of teacher talk in class so that students have more opportunities to speak, and a friendly and harmonious classroom atmosphere is conducive to the teaching of knowledge. Teachers should also strive to create innovative interactive Q & A model. The difference is that the two teachers have different views on whether teachers should adopt direct or indirect influence in teaching tendency. 2. In terms of discourse quantity, there are differences between the two teachers' ideas and actual teaching. The amount of teacher talk in the classroom of the proficient teacher is too large (69.3%), which does not meet the requirements of the story teaching class; The amount of teacher talk in the classroom of novice teacher is less than that of the familiar teacher (58.1%), but this is related to the silence and confusion time in the classroom of the novice teacher, which is because the teacher is not well prepared. Lack of classroom management. In terms of classroom atmosphere, the two teachers created a friendly and harmonious classroom atmosphere by affirming the students' answers, praising and encouraging the students. From the teaching tendency, both teachers tend to indirect influence and positive reinforcement. But compared with the novice teacher, the proficient teacher uses the direct influence more, which is related to the teacher's teaching idea and the inherent teaching experience. 5. From the question and answer mode, the two teachers question-answer mode is the traditional one-question-answer mode. Familiar teachers like to repeat and explain questions to students after the simple answer, the novice teacher is also a simple teacher to answer the students. Both of them seldom guide students to answer questions autonomously and lack the training of creative thinking. Through the above conclusions, this paper gets some enlightenment. Firstly, in practical teaching, teachers should try their best to change the inconsistency between ideas and actions, and give students more opportunities to speak. Secondly, teachers should change the Q & A mode and raise more open questions in order to train students' creative thinking. The last point is that experienced teachers should learn more about the latest theories, and the novice teachers should prepare themselves well before class and learn the methods of classroom management.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.31
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