【摘要】：在外語環(huán)境下的互動(dòng)中,使用的語言既是學(xué)習(xí)的工具,也是學(xué)習(xí)的對(duì)象,這也就要求教師在教學(xué)過程中要注重師生的課堂互動(dòng)�；�(dòng)方式和效率的高低直接影響課堂教學(xué)質(zhì)量。弗蘭德互動(dòng)分析系統(tǒng)為了解高中英語課堂教學(xué)質(zhì)量提供了分析技術(shù),它主要通過記錄和分析話語類別和互動(dòng)過程,為探究課堂教學(xué)特點(diǎn)提供了有效途徑。本文介紹了互動(dòng)的概念,詳細(xì)描述了弗蘭德互動(dòng)話語分析系統(tǒng)的話語分類,回顧了國內(nèi)外的課堂互動(dòng)話語研究成果,然后基于Long提出的互動(dòng)假說,立于建構(gòu)主義視角,根據(jù)我國當(dāng)前高中英語課堂話語互動(dòng)的現(xiàn)狀,提出了本文的兩個(gè)研究問題:(1)新疆伊寧市普通高中的英語課堂中的師生互動(dòng)到底是怎么樣的?高一年級(jí)與高二年級(jí)存在什么差異?(2)教師對(duì)師生互動(dòng)是什么態(tài)度?本研究主要采用課堂觀察法和訪談法。此次研究選在新疆伊寧市的一所普通高中的英語課堂中進(jìn)行,選取的高中在高一高二年級(jí)推行了特定的課堂教學(xué)模式,這里簡稱為352模式。此模式要求教師將課堂的四十分鐘均分為十份,十分之三的時(shí)間用于教師教學(xué)展示,十分之五的時(shí)間用于學(xué)生自主合作學(xué)習(xí),教師引導(dǎo),十分之二的時(shí)間用于對(duì)教學(xué)內(nèi)容的檢測(cè)。本研究對(duì)高一高二兩個(gè)年級(jí)共六個(gè)班級(jí)的英語堂課進(jìn)行了課堂觀察,并從中選取了十二節(jié)課進(jìn)行結(jié)果統(tǒng)計(jì)與分析。對(duì)個(gè)案及全部樣本進(jìn)行數(shù)據(jù)統(tǒng)計(jì),然后通過弗蘭德互動(dòng)分析系統(tǒng)的三個(gè)維度上呈現(xiàn)高中英語課堂師生互動(dòng)的現(xiàn)狀。為了對(duì)英語課堂中師生互動(dòng)狀況有一個(gè)相對(duì)全面的了解,本研究還對(duì)本所高中的3名教師進(jìn)行了訪談,通過收集到的數(shù)據(jù)和統(tǒng)計(jì),得知在課堂結(jié)構(gòu)方面,學(xué)生話語數(shù)量均值高于常模,學(xué)生在課堂上能夠參與互動(dòng);在課堂控制方面,教師仍偏向于直接話語,但也適度采用間接話語;在教學(xué)風(fēng)格方面,教師對(duì)學(xué)生多是積極的話語影響。最后,筆者通過研究結(jié)果,提出提高師生互動(dòng)需要教師與學(xué)生建立良好的師生關(guān)系;課堂活動(dòng)設(shè)計(jì)模式盡量多樣化;教師需要根據(jù)教學(xué)內(nèi)容合理設(shè)計(jì)教學(xué)活動(dòng);教師要注意提問策略和評(píng)價(jià)方法,主動(dòng)構(gòu)建教師與學(xué)生的互動(dòng)。
[Abstract]:In the environment of foreign language interaction, the language used is not only the tool of learning, but also the object of learning, which requires teachers to pay attention to classroom interaction in the process of teaching. The level of interaction and efficiency directly affect the quality of classroom teaching. The Flemish Interactive Analysis system provides an analytical technique for understanding the quality of English teaching in senior high schools. It provides an effective way to explore the characteristics of classroom teaching by recording and analyzing discourse categories and interactive processes. This paper introduces the concept of interaction, describes in detail the discourse classification of Frande's interactive discourse analysis system, reviews the achievements of classroom interactive discourse research both at home and abroad, and then based on the interaction hypothesis proposed by Long, it stands from the perspective of constructivism. According to the current situation of senior high school English classroom discourse interaction in our country, this paper puts forward two research questions: (1) what is the teacher-student interaction in the English classroom of ordinary senior high school in Yining, Xinjiang? What is the difference between Grade one and Grade two? (2) what is the teacher's attitude towards teacher-student interaction? This research mainly adopts classroom observation method and interview method. The study was conducted in the English classroom of an ordinary high school in Yining, Xinjiang. The selected high school carried out a specific classroom teaching model in the second year of senior high school, which is called 352 mode. This model requires teachers to divide each of the 40 minutes of the class into ten parts, with 3/10 of the time spent on the teacher's teaching presentation, 5/10 on the students' independent cooperative learning, and on the guidance of the teacher. 2/10 of the time is spent testing teaching content. The present study makes classroom observations on six classes in two grades of Senior one and two, and selects twelve classes for statistical analysis. The present situation of teacher-student interaction in senior high school English classroom is presented through the three dimensions of Flanders interactive analysis system. In order to have a relatively comprehensive understanding of the teacher-student interaction in the English classroom, the present study also conducted interviews with three teachers in our senior high school. Through the collected data and statistics, we learned about the classroom structure. The average number of students' discourse is higher than the norm, students can participate in the interaction in the classroom; In the aspect of classroom control, teachers still prefer direct discourse, but also adopt indirect discourse appropriately. In the aspect of teaching style, teachers have a positive influence on students. Finally, the author puts forward that the improvement of teacher-student interaction requires teachers and students to establish a good teacher-student relationship, classroom activities design mode as diverse as possible, teachers need to reasonably design teaching activities according to the content of teaching; Teachers should pay attention to questioning strategies and evaluation methods, and take the initiative to construct the interaction between teachers and students.
【學(xué)位授予單位】：伊犁師范學(xué)院
【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)：2297348