本文關(guān)鍵詞：小學(xué)英語(yǔ)優(yōu)秀教師與新手教師的課堂話語(yǔ)特征研究　出處：《西安外國(guó)語(yǔ)大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 優(yōu)秀教師 新手教師 教師話語(yǔ) 小學(xué)英語(yǔ)課堂

【摘要】：在我國(guó),英語(yǔ)課堂是進(jìn)行英語(yǔ)教學(xué)的主要陣地,對(duì)于絕大多數(shù)學(xué)生來(lái)說(shuō),英語(yǔ)課堂則是他們接觸英語(yǔ)、使用英語(yǔ)的主要場(chǎng)所。因此,在英語(yǔ)教學(xué)中,教師的課堂語(yǔ)言(即教師話語(yǔ))在教學(xué)中有著舉足輕重的作用。它不僅是教學(xué)的媒介,也是學(xué)習(xí)者的目標(biāo)語(yǔ),是學(xué)生語(yǔ)言輸入的重要來(lái)源。所以,對(duì)教師話語(yǔ)的研究有助于我們了解課堂教學(xué)的實(shí)際情況,從而改進(jìn)英語(yǔ)課堂的教學(xué)效果。本研究將以小學(xué)英語(yǔ)課堂為例,從教師專業(yè)發(fā)展的視角出發(fā),試圖以人本主義理論和關(guān)聯(lián)理論為理論基礎(chǔ),從教師的課堂話語(yǔ)的語(yǔ)言特征和互動(dòng)特征兩個(gè)方面對(duì)兩類教師(即優(yōu)秀教師和新手教師)的課堂教師話語(yǔ)展開(kāi)研究。本研究分別選取了某小學(xué)兩位優(yōu)秀教師和兩位新手教師為研究對(duì)象,通過(guò)轉(zhuǎn)寫(xiě)課堂錄音與觀察、訪談等研究方法,對(duì)四位研究對(duì)象的課堂話語(yǔ)進(jìn)行了數(shù)據(jù)的收集與分析,并得出以下結(jié)論:在教師話語(yǔ)的語(yǔ)言特征方面,新手教師的英語(yǔ)課堂上教師的講解和指令多于優(yōu)秀教師,引導(dǎo)提問(wèn)、反饋和社交功能上則少于優(yōu)秀教師;新手教師課堂語(yǔ)速略慢于優(yōu)秀教師;新手教師課堂話語(yǔ)相較于優(yōu)秀教師簡(jiǎn)單,而且多次出現(xiàn)語(yǔ)法或句法錯(cuò)誤。在小學(xué)英語(yǔ)教師課堂話語(yǔ)的互動(dòng)特征方面:新手教師課堂話語(yǔ)的比重較優(yōu)秀教師大;新手教師英語(yǔ)課堂上使用三段式會(huì)話結(jié)構(gòu)和簡(jiǎn)化的IRF結(jié)構(gòu)比重較優(yōu)秀教師大;優(yōu)秀教師在課堂中比新手教師使用更多參考性問(wèn)題;新手教師偏好指定學(xué)生回答問(wèn)題和要求學(xué)生集體回答,優(yōu)秀教師課堂上學(xué)生自愿回答的情況較多;對(duì)于學(xué)生回答提問(wèn),新手教師采取的積極反饋少于優(yōu)秀教師。根據(jù)以上結(jié)論,本文分析了產(chǎn)生這些差異的原因并給出構(gòu)建高效的小學(xué)英語(yǔ)課堂的建議和啟示。
[Abstract]:In China, English classroom is the main position in teaching English, for most students, English classroom is the main place of their exposure to English, using English. Therefore, in English teaching, teachers' classroom language (i.e. teacher talk) plays an important role in teaching. It is not only the teaching the media is also learning the target language, is an important source of language input. So, the research on teacher talk can help us to understand the actual situation of the classroom teaching to improve English classroom teaching effect. This research will be the primary school English classroom for example, starting from the perspective of teacher professional development, to people the theory and the relevance theory from two aspects of the linguistic features of teachers' classroom discourse and the interaction of two kinds of teachers (i.e. excellent teachers and novice teachers) classroom teacher discourse This research selects a primary school of two excellent teachers and two novice teachers as the research object, through transfer recording and classroom observation, interviews and other research methods, classroom discourse on four research objects of data collection and analysis, and draw the following conclusions: in the aspect of the linguistic features of teacher talk, novice teachers of English classroom teacher's explanation and instruction more outstanding teachers, leading questions, feedback and social function is less than the outstanding teachers; novice teachers' classroom speed is slightly slower than the excellent teachers; novice teachers excellent teachers compared to the simple, and repeated grammar or syntax errors. In the interactive features of primary school English teachers' classroom discourse the novice teachers of more excellent teachers; the IRF structure of the three segment conversational structure and simplify the use of novice teachers in English class is more outstanding Teachers; excellent teachers in the classroom than novice teachers use more referential questions; novice teacher preferences specify the students to answer questions and requests the student collective answer, excellent teachers on classroom students volunteered to answer the situation more; for students to answer questions, positive feedback is less than novice teachers take excellent teachers. According to the above conclusion, this paper analyzes the causes of these differences and gives suggestions of construction and Enlightenment of primary school English classroom efficiency.

【學(xué)位授予單位】：西安外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.31

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 孫鳳秀;唐衛(wèi)海;;談專家教師與新手教師[J];天津教育;2011年05期

2 李林;新手教師工作中的問(wèn)題與建議[J];中小學(xué)心理健康教育;2005年08期

3 陳曉珍;;教學(xué)反思與高校外語(yǔ)新手教師的專業(yè)成長(zhǎng)[J];浙江萬(wàn)里學(xué)院學(xué)報(bào);2007年01期

4 李懿然;;專家教師與新手教師英語(yǔ)課堂中口語(yǔ)使用的比較(英文)[J];海外英語(yǔ);2012年19期

5 潘燕妮;;高中英語(yǔ)新手教師培養(yǎng)案例研究——?jiǎng)訖C(jī)、實(shí)踐與反思結(jié)合的成長(zhǎng)道路[J];新課程研究(下旬刊);2009年04期

6 司治國(guó);楊卉;王陸;;英語(yǔ)新手教師教學(xué)行為監(jiān)控與分析的實(shí)證研究[J];中國(guó)電化教育;2012年10期

7 李敬W，

本文編號(hào)：1364926