本文選題：師生互動(dòng) + 初中�。� 參考：《魯東大學(xué)》2017年碩士論文

【摘要】：師生課堂互動(dòng)是指在課堂教學(xué)中為達(dá)成教學(xué)目標(biāo)教師與學(xué)生之間進(jìn)行的各種交流活動(dòng)。良好的師生互動(dòng)能平衡課堂上的知識(shí)輸入和能力培養(yǎng),促進(jìn)教學(xué)質(zhì)量的提高。課堂互動(dòng)一直是國內(nèi)外教育研究熱點(diǎn)之一,也取得了一些富有成效的研究成果,然而在中國針對(duì)初中英語課堂中的師生互動(dòng)現(xiàn)狀調(diào)查研究仍較匱乏。希望本研究有助于英語教師更全面地認(rèn)識(shí)初中英語課堂中師生互動(dòng)存在的問題,為提高課堂師生互動(dòng)質(zhì)量提供借鑒。本研究在某初中進(jìn)行,該研究問卷調(diào)查的研究對(duì)象為200名學(xué)生和30名教師;訪談對(duì)象為20名學(xué)生和4名教師;課堂觀察了4個(gè)教師(每個(gè)年級(jí)一名教師)的8節(jié)英語課(每名教師2節(jié)課)。結(jié)合問卷調(diào)查、訪談和課堂觀察,筆者研究了以下問題:1.教師和學(xué)生對(duì)初中英語課堂師生互動(dòng)的態(tài)度如何?2.從師生互動(dòng)的功能、類型和形式三個(gè)角度考量目前初中英語課堂師生互動(dòng)的現(xiàn)狀如何?通過數(shù)據(jù)分析,其主要發(fā)現(xiàn)如下:絕大多數(shù)教師和學(xué)生對(duì)課堂師生互動(dòng)的持有積極態(tài)度,但仍有少部分教師和學(xué)生對(duì)課堂師生互動(dòng)持有消極態(tài)度。絕大多數(shù)教師和學(xué)生能意識(shí)到師生互動(dòng)在初中英語課堂的重要性。大多數(shù)學(xué)生在初中英語課堂中對(duì)師生互動(dòng)飽含熱情,大多數(shù)教師亦能經(jīng)常組織師生互動(dòng)活動(dòng)。就互動(dòng)功能而言,認(rèn)知互動(dòng)的頻率較高(68%),情感互動(dòng)的頻率較低(32%);表明多數(shù)教師注重認(rèn)知互動(dòng)卻忽視情感互動(dòng)。他們與學(xué)生在課堂上的互動(dòng)多脫離學(xué)生日常生活,把知識(shí)傳授當(dāng)做英語教學(xué)的主要任務(wù)。就互動(dòng)類型而言,使用頻率從高到低依次是:提問(71%)、競賽(15%)、游戲(10%)、欣賞類(4%)。絕大多數(shù)教師采用提問的方式進(jìn)行課堂互動(dòng),較少組織競賽、游戲和欣賞類的活動(dòng)。就互動(dòng)形式而言,使用頻率從高到低依次是:教師與單個(gè)學(xué)生(55%)、教師與全班(12%)、教師與小組(4%)、學(xué)生與教師(3%)。主要的師生互動(dòng)形式為教師與單個(gè)學(xué)生,缺乏教師與全班、教師與小組的互動(dòng)和學(xué)生與老師的互動(dòng)。針對(duì)以上研究發(fā)現(xiàn)的初中英語課堂師生互動(dòng)存在的問題,筆者提出了一些建議:設(shè)計(jì)高效的問題,創(chuàng)造互動(dòng)情境;注重情感互動(dòng);豐富互動(dòng)類型;使用多種互動(dòng)形式。
[Abstract]:Classroom interaction between teachers and students refers to all kinds of communication activities between teachers and students in order to achieve the teaching goal in classroom teaching. Good teacher-student interaction can balance the knowledge input and ability development in class, and promote the improvement of teaching quality. Classroom interaction has always been one of the hotspots of educational research at home and abroad, and has also made some fruitful research results. However, the current situation of teacher-student interaction in junior middle school English classrooms in China is still relatively scarce. It is hoped that this study will be helpful for English teachers to fully understand the problems of teacher-student interaction in junior middle school English classroom and to provide reference for improving the quality of teacher-student interaction. In this study, 200 students and 30 teachers were investigated in a middle school, 20 students and 4 teachers were interviewed. Four teachers (one teacher per grade) were observed in 8 English classes (2 classes per teacher). Combined with questionnaires, interviews and classroom observations, the author studied the following question: 1. What is the attitude of teachers and students to the interaction between teachers and students in junior middle school English classroom? What is the current situation of teacher-student interaction in junior middle school English classroom from the perspective of the functions, types and forms of teacher-student interaction? Through the data analysis, the main findings are as follows: most teachers and students have a positive attitude towards classroom teacher-student interaction, but a small number of teachers and students still have a negative attitude towards classroom teacher-student interaction. Most teachers and students can realize the importance of teacher-student interaction in junior middle school English classroom. Most students are enthusiastic about teacher-student interaction in junior middle school English classroom, and most teachers can organize teacher-student interaction activities frequently. As far as the interaction function is concerned, the frequency of cognitive interaction is higher than that of emotional interaction, and the frequency of affective interaction is lower than that of emotional interaction, indicating that most teachers pay attention to cognitive interaction but neglect emotional interaction. Their interaction with students in the classroom is often divorced from students' daily life, and knowledge teaching is regarded as the main task of English teaching. In terms of interaction types, the frequency of use from high to low is as follows: ask 71s, compete with 15s, play 10s, appreciate class 4s. Most teachers interact with each other by asking questions and organize fewer competitions, games and appreciation activities. In terms of interaction, the frequency of use from high to low is as follows: teacher and individual student, teacher and class, teacher and group, student and teacher, respectively. The main forms of teacher-student interaction are teacher-student interaction, lack of teacher-class interaction, teacher-group interaction and student-teacher interaction. In view of the problems of teacher-student interaction in junior middle school English classroom, the author puts forward some suggestions: designing efficient questions, creating interactive situations, paying attention to emotional interaction, enriching interaction types and using multiple forms of interaction.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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本文編號(hào)：1794434