本文選題：英語課堂　切入點：內初班　出處：《石河子大學》2017年碩士論文

【摘要】：課堂評價語作為課堂教學活動的有機組成,對改進學生學習和教師教學有著不可替代的作用。作為教師課堂評價的客體,學生的參與度是課堂有效性的重要指標。提高學生的課堂參與度已成為實際教學中實現主體性教育的重要舉措。內初班為新疆少民族地區(qū)基礎教育階段優(yōu)秀少數民族學生和部分漢族學生提供了優(yōu)質的英語教育資源,內初班英語課堂教師如何使用恰當的評價語,更好地激發(fā)內初班學生積極參與課堂是本研究的核心問題。本研究通過課堂觀察、問卷調查得到了內初班英語課堂教師評價語和學生參與度的現狀,并通過完善弗蘭德斯互動分析系統,記錄了內初班54節(jié),4種課型(閱讀、聽力、語法詞匯和寫作)的英語課。根據弗蘭德斯互動分析系統編碼規(guī)則,轉寫獲得54份課堂互動矩陣圖,經過定量(皮爾遜相關)和會話分析得出不同班級類型(民考民和民考漢)英語教師評價語與學生參與度的具體相關關系和其具體原因。具體結果如下:1.內初班英語教師課堂評價語呈現出語言選擇和課堂環(huán)節(jié)分布的多元化,以及基于學生參與的評價方式的特點。被調查的每個內初班英語教師在其課堂都使用了評價語,其中75%的教師在評價語的選擇上使用中英雙語,評價環(huán)節(jié)上做到了多元化,評價分布在課堂提問、角色扮演,小組討論,頭腦風暴等環(huán)節(jié);75%的英語教師認為自己了解學生興趣,并認為內初班大多數學生能夠積極參與課堂;50%的教師會在學生課堂表現后給予即時評價。2.內初班英語課堂學生參與情況呈現性別、年級以及班級類型上的差異,其中,班級類型的差異體現著語言基礎,課堂學習環(huán)境維度上學生課堂參與的差異。在行為參與、認知參與和情感參與方面,男生參與度均顯著低于女生(t=-2.537,-2.007,-2.237;df=448,448,285.676;p0.05);隨著學習年限的增長,課堂參與度呈現降低的趨勢(七年級八年級九年級);民考民班級學生行為參與度顯著低于民考漢班級(MD民考民-民考漢=-1.432,p0.05)。3.總體而言,教師評價語較好地促進了民考民班級學生的主動課堂參與,對民考漢班級學生的被動參與影響較大。英語課堂教師肯定評價語更好地促進了民考民班級學生的課堂主動參與,與民考民內初班學生主動參與度呈現強正相關關系(r=.749.7,p0.01);與民考漢內初班學生被動參與度呈現中度正相關關系(r=.513,p0.01)。否定評價語的影響在兩種班級未呈現明顯差異。模糊評價語與民考民班級學生的被動參與度呈現中度的負相關關系(r=-.448,p=.015),與民考漢學生被動參與度呈現中度正相關關系(r=.608,p=0.001)。4.內初班英語課堂教師評價語除了扮演著基于學習內容的判斷與情感反饋的角色,還作為語言輸入的一部分,在課堂評價環(huán)節(jié)的語言交流與互動中影響著學生語言輸出及課堂參與的質量。
[Abstract]:As an organic component of classroom teaching activities, classroom evaluation plays an irreplaceable role in improving students' learning and teachers' teaching. Student participation is an important indicator of classroom effectiveness. Improving students' participation in class has become an important measure to realize subjective education in practical teaching. The first class in Xinjiang is an excellent minority in the elementary education stage of minority minority areas in Xinjiang. Ethnic students and some Han students have provided high-quality English education resources. The key problem of this study is how to use appropriate evaluation language to motivate the students to participate actively in the classroom. The questionnaire survey shows the current situation of teachers' evaluation and student participation in the first class of English classes, and through the improvement of Flanders interactive analysis system, records the four classes (reading, listening, reading, listening) in the first class of the first class, which are divided into four classes: reading, listening, listening, reading and listening. According to the coding rules of Flanders Interactive Analysis system, 54 interactive matrix maps were obtained. Through quantitative (Pearson correlation) and conversational analysis, the specific relationship between English teacher evaluation and student participation in different class types (Minkao and Minkaohan) and the specific reasons are obtained. The results are as follows: 1. The classroom evaluation of English teachers presents a diversity of language choices and classroom links. And the characteristics of the evaluation methods based on the students' participation. Each of the first class English teachers surveyed used the evaluation language in their classrooms. 75% of the teachers used Chinese and English bilingualism in the choice of evaluation language, and the evaluation links were diversified. 75% of English teachers said they understood their students' interests in classroom questioning, role-playing, group discussion, brainstorming, etc. It is considered that most of the students in the first class can actively participate in the classroom, and 50% of the teachers will give immediate evaluation after the students' classroom performance. 2. There are differences in the participation of the students in the first class, including gender, grade and class type. The difference of class type reflects the language foundation and the difference of students' classroom participation in the dimension of classroom learning environment. In the aspects of behavioral participation, cognitive participation and emotional participation, the participation of boys is significantly lower than that of girls (4484485.676). Class participation showed a decreasing trend (Grade 7, Grade 8, Grade 9); the level of behavior participation of the students in the civil class was significantly lower than that in the class of the Chinese and the Chinese, which was significantly lower than that in the class of the people and the Han people-1.432%, p 0.05. 3. In general, there was a significant difference between the two classes. The teacher evaluation language can promote the active class participation of the students in the civil class, and has a great influence on the passive participation of the students in the class. The English teacher affirms that the evaluation language can better promote the active participation of the students in the class. There was a strong positive correlation between the active participation of students in the first class and a moderate positive correlation with the passive participation of the students in the first class. There was no significant difference in the effect of negative evaluation between the two classes. There is a moderate negative correlation between the evaluation language and the passive participation degree of the students in the civil and civil classes. There is a moderate positive correlation between the evaluation language and the passive participation degree of the Chinese and Chinese students. Besides, the evaluation language of the English teachers in the first class plays a learn-based role. The role of content judgment and emotional feedback, As a part of language input, the quality of students' language output and classroom participation is influenced by language communication and interaction in classroom evaluation.
【學位授予單位】：石河子大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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