本文選題：高中英語 + 新手教師��； 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：近年來,教師話語與支架性話語日益成為研究熱點(diǎn)。本文以社會文化理論中的支架理論、可理解性輸入理論以及互動理論為基礎(chǔ),對高中英語新手教師與專家教師的支架性話語進(jìn)行對比研究,主要回答以下三個研究問題:1.高中英語新手教師與專家教師對支架性話語的認(rèn)識上有何差異? 2.高中英語新手教師與專家教師支架性話語的使用量方面有何異同? 3.高中英語新手教師與專家教師支架性話語的使用類別方面有何異同?筆者對南京市某四星級高中的四位教師(兩位新手教師和兩位專家教師)同一內(nèi)容的閱讀課中的支架性話語的使用情況進(jìn)行課堂觀察和錄音,并將錄音轉(zhuǎn)寫成書面文本。且在課后對四位教師進(jìn)行關(guān)于支架性話語認(rèn)知的訪談,并對教師們?nèi)谓贪嗉壍膶W(xué)生進(jìn)行問卷調(diào)查。通過對錄音轉(zhuǎn)寫文本、訪談內(nèi)容和問卷調(diào)查結(jié)果進(jìn)行定量與定性分析,本研究有如下發(fā)現(xiàn):1.新手教師和專家教師均對支架性話語有較好的認(rèn)知,且均能認(rèn)識到支架性話語對學(xué)生語言輸出的重要性,并且能在真實(shí)課堂中靈活地使用支架性話語。2.在課堂教學(xué)中,專家教師比新手教師更多地使用支架性話語。比較而言,專家教師的課堂話語總量低于新手教師,而支架性話語量則高于新手教師。3.專家教師比新手教師使用更多類型的支架性話語。專家教師能根據(jù)不同的互動情況,綜合選用(搭橋,闡明,鼓勵,示范,提升和擴(kuò)展)這六種支架性話語,而新手教師較少使用搭橋和擴(kuò)展這兩種支架性話語。綜上,本研究提出以下的教學(xué)建議:在認(rèn)知上,新手教師和專家教師均應(yīng)加強(qiáng)對支架性話語的理解;在使用量上,新手教師和專家教師應(yīng)加大支架性話語在語言課堂中的使用以提供給學(xué)生更多的表達(dá)機(jī)會從而促進(jìn)學(xué)生語言產(chǎn)出,其中新手教師應(yīng)更多地使用支架性話語;在使用類別上,新手教師應(yīng)該根據(jù)不同的課堂互動情況靈活地綜合使用各類支架性話語。
[Abstract]:In recent years, teacher talk and scaffolding discourse have become the focus of research. Based on the scaffolding theory, comprehensible input theory and interaction theory, this paper makes a comparative study of the scaffolding utterances of novice and expert English teachers in senior high school, and answers the following three research questions: 1: 1. What is the difference in the understanding of the scaffolding between the novice English teachers and the expert teachers in senior high school? 2. What are the similarities and differences in the use of scaffolding discourse between English novice teachers and expert teachers in senior high school? 3. What are the similarities and differences in the categories of use of the scaffolding utterances between the novice English teachers and the expert teachers in senior high school? The author observed and recorded the use of scaffold utterances in reading classes of four teachers (two novice teachers and two expert teachers) in a four-star senior high school in Nanjing, and transcribed the recordings into written texts. After class, four teachers were interviewed about the cognition of scaffolding utterance, and the students in the class were investigated by questionnaire. Through the quantitative and qualitative analysis of transcripts, interview contents and questionnaire results, the findings of this study are as follows: 1. Both novice and expert teachers have a good understanding of scaffolding utterances, and can recognize the importance of scaffolding discourse to students' language output, and can flexibly use scaffolding discourse. In classroom teaching, expert teachers use scaffolding more than novice teachers. In comparison, the total amount of classroom discourse of expert teachers is lower than that of novice teachers, while the amount of scaffolding discourse is higher than that of novice teachers. Expert teachers use more types of scaffolding than novice teachers. According to the different interaction situation, the expert teachers can choose the six kinds of scaffold utterances (bridging, clarifying, encouraging, demonstrating, promoting and expanding) synthetically, while the novice teachers seldom use the two kinds of scaffold utterances. In summary, this study proposes the following teaching suggestions: both novice and expert teachers should strengthen their understanding of scaffold utterances in cognition, while in terms of usage, both novice and expert teachers should strengthen their understanding of scaffold utterances. Novice and expert teachers should increase the use of scaffolding discourse in language classroom to provide students with more opportunities to express and promote students' language output. Novice teachers should use all kinds of scaffolding discourse flexibly according to different classroom interaction.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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