【摘要】：本研究基于分析小學(xué)數(shù)學(xué)課堂師生互動話語特征及其成因的研究目的,探究小學(xué)數(shù)學(xué)課堂中的教師和學(xué)生在互動話語量、話語權(quán)、話語沖突、互動話語形式和話語模式上呈現(xiàn)何種特征,以及不同年級、不同專業(yè)程度的教師在互動話語特征上有何異同等問題。選取四川省巴中市某小學(xué)一、三、六年級的三節(jié)數(shù)學(xué)常規(guī)新授課為案例,并錄制教學(xué)視頻、轉(zhuǎn)錄課堂教學(xué)文本。采用會話分析和課堂觀察的手段,從定性與定量的角度深入描述當(dāng)前小學(xué)數(shù)學(xué)課堂中的師生互動話語特征,歸納教師提問、學(xué)生回答、教師反饋三種教學(xué)活動中師生互動的話語內(nèi)容和方式,并重點分析學(xué)生回答活動中的學(xué)生話語特征及師生互動的話語形式。從實證的角度初步探究師生互動的有效性,為一直存在爭議的課堂有效互動衡量指標(biāo)提供一些參考。本文共分為五章。第一章為緒論,闡述選題的緣由、理論基礎(chǔ)及研究設(shè)計;第二章為文獻(xiàn)綜述,主要梳理國內(nèi)外現(xiàn)有的課堂師生話語特征的研究;第三章和第四章為實證研究的結(jié)果及討論,是論文的主要部分;第五章為結(jié)論部分,主要闡述研究結(jié)果對小學(xué)數(shù)學(xué)教學(xué)的啟示。本研究表明,當(dāng)前小學(xué)數(shù)學(xué)課堂中的師生互動話語呈現(xiàn)以下幾方面的特征。(1)課堂師生互動中,教師在話語量和話語權(quán)上均占主導(dǎo)地位,學(xué)生話語權(quán)有所喪失,課堂師生言語互動交互頻繁,但學(xué)生的話語內(nèi)容多為對教師的被動反應(yīng);(2)課堂師生互動中的教師話語表達(dá)方式主要是提問,教師話語內(nèi)容主要是知識型提問,教師話語內(nèi)容的實質(zhì)是教師對知識的權(quán)威控制;(3)課堂師生互動中的學(xué)生話語表達(dá)方式主要是集體應(yīng)答和舉手回答,學(xué)生話語內(nèi)容主要是對教師提問的被動回應(yīng),學(xué)生話語內(nèi)容的實質(zhì)是對教師權(quán)威的服從;(4)相較于小學(xué)低年級,小學(xué)高年級學(xué)生更容易與教師發(fā)生明顯的話語沖突。小學(xué)低年級學(xué)生與教師的話語沖突多表現(xiàn)在話語權(quán)上,而高年級學(xué)生與教師的話語沖突多表現(xiàn)在課程內(nèi)容上;(5)師生互動話語形式呈現(xiàn)“一對一”、“一對多”、“無對多”等方式相結(jié)合的多樣性特點,小學(xué)高年級教師比低年級教師更傾向于與學(xué)生進(jìn)行“一對一”互動,學(xué)生在數(shù)學(xué)課堂中獲得與教師進(jìn)行“一對一”互動的機(jī)會并不均等;(6)小學(xué)數(shù)學(xué)課堂教師反饋話語有所缺失,課堂師生互動的話語模式呈現(xiàn)“教師提問—學(xué)生回答”的固化。
[Abstract]:Based on the analysis of the characteristics and causes of teacher-student interaction in primary school mathematics classroom, this study explores the interactive discourse quantity, discourse right and discourse conflict between teachers and students in primary school mathematics classroom. What are the characteristics of interactive discourse forms and patterns, as well as the similarities and differences in interactive discourse characteristics of teachers of different grades and degrees. In this paper, we selected three new mathematical routine classes of grade one, three and six in a primary school in Bazhong City, Sichuan Province, as a case study, and recorded teaching video and transcribed classroom teaching texts. By means of conversational analysis and classroom observation, this paper describes the characteristics of teacher-student interaction in primary school mathematics classroom from qualitative and quantitative perspectives, and sums up teachers' questions and students' answers. Teachers feedback the contents and ways of teacher-student interaction in three kinds of teaching activities, and focus on the analysis of the characteristics of students' discourse and the discourse forms of teacher-student interaction in students' answering activities. This paper explores the effectiveness of teacher-student interaction from an empirical point of view, and provides some references for the controversial indicators of effective interaction in classroom. This paper is divided into five chapters. The first chapter is the introduction, which explains the reasons, theoretical basis and research design of the topic, and the second chapter is the literature review, mainly combing the existing classroom teacher-student discourse characteristics at home and abroad. The third and fourth chapters are the results and discussions of the empirical research, which is the main part of the thesis, and the fifth chapter is the conclusion, which mainly expounds the enlightenment of the research results to the mathematics teaching in primary schools. This research shows that the teacher-student interactive discourse in primary school mathematics classroom presents the following characteristics: (1) in classroom teacher-student interaction, teachers play a dominant role in the quantity and right of speaking, and students' right to speak has been lost. The interaction between teachers and students is frequent, but the content of students' speech is passive response to teachers. (2) the expression of teacher discourse in classroom teacher-student interaction is mainly questioning, the content of teacher discourse is mainly knowledge-based questioning, and the essence of teacher's discourse content is the authoritative control of teachers' knowledge; (3) in the classroom interaction between teachers and students, the expressions of students' words are mainly collective responses and hands-up responses. The contents of students' words are mainly passive responses to teachers' questions, and the essence of students' discourse content is obedience to teachers' authority; (4) compared with the lower grade of primary school, the senior grade students of primary school are more likely to have obvious conflict of words with teachers. The discourse conflict between the lower grade students and the teachers is mainly expressed in the discourse right, while the discourse conflict between the senior students and the teachers is mainly expressed in the content of the curriculum. (5) the interactive discourse between teachers and students shows the characteristics of "one-to-one", "one-to-many", "no-to-many" and so on. The senior teachers in primary school are more inclined to interact with students than the lower-grade teachers, and the teachers in primary school are more inclined to engage in one-to-one interaction with students. Students' chances of "one-to-one" interaction with teachers in mathematics classroom are not equal; (6) the feedback discourse of teachers in primary school mathematics classroom is lacking, and the discourse mode of teacher-student interaction shows the solidification of "teacher question-student answer".
【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】：2016
【分類號】：G623.5

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