本文選題：課堂話語(yǔ) + 教師角色�。� 參考：《洛陽(yáng)師范學(xué)院》2017年碩士論文

【摘要】：在英語(yǔ)教學(xué)中,教師課堂話語(yǔ)是教師在實(shí)施課堂活動(dòng)中所使用的語(yǔ)言,是教師實(shí)現(xiàn)其課堂角色的一種重要手段。我國(guó)漢語(yǔ)的大環(huán)境下,課堂是學(xué)生學(xué)習(xí)英語(yǔ)和使用英語(yǔ)的主要途徑,教師課堂話語(yǔ)與其課堂行為密切相關(guān),并體現(xiàn)了教師的教育理念和對(duì)自身角色的認(rèn)知,由此決定了教師課堂話語(yǔ)在英語(yǔ)教學(xué)中占有重要地位,故有對(duì)其開展研究的必要性。本研究旨在通過對(duì)初中英語(yǔ)教師課堂話語(yǔ)的研究,以大量課堂觀察、課后訪談和問卷調(diào)查為基礎(chǔ),利用費(fèi)爾克勞三維話語(yǔ)模式理論和源于維果茨基心理發(fā)展理論的社會(huì)文化理論深入分析英語(yǔ)教師課堂話語(yǔ)動(dòng)態(tài)建構(gòu)教師角色的過程,綜合呈現(xiàn)初中英語(yǔ)教師課堂話語(yǔ)的特征以及其課堂話語(yǔ)所構(gòu)建的教師角色。由于課堂話語(yǔ)的中介性與動(dòng)態(tài)性決定了教師的課堂角色并非一成不變,在不同教學(xué)情境下教師角色可分為傳授者、促進(jìn)者、咨詢者和組織者。本研究采用課堂觀察和訪談了解英語(yǔ)教師課堂話語(yǔ)的使用現(xiàn)狀,結(jié)合調(diào)查問卷從學(xué)生視角輔助了解上述四種教師角色的建構(gòu)過程。本文發(fā)現(xiàn),初中英語(yǔ)教師可以不斷地調(diào)整并重新定位自己在課堂教學(xué)中的角色,實(shí)現(xiàn)教師角色由靜態(tài)向動(dòng)態(tài)的演化、由單一型向多元化的發(fā)展。通過課堂話語(yǔ),教師傳遞給學(xué)生親切、信任、尊重的情感信息,營(yíng)造平等、民主與和諧的對(duì)話氛圍。同時(shí),教師也應(yīng)提升學(xué)生的自我意識(shí)、文化意識(shí)以及跨文化溝通能力,促進(jìn)學(xué)生的社會(huì)化發(fā)展。最后通過費(fèi)爾克勞三維話語(yǔ)模式,以實(shí)際課堂為原點(diǎn),從教師課堂話語(yǔ)的視角研究教師角色,有助于教師及時(shí)反思自身課堂話語(yǔ)質(zhì)量,從而達(dá)到指導(dǎo)教學(xué)實(shí)踐,優(yōu)化教學(xué)效果的目的。
[Abstract]:In English teaching, teachers' classroom discourse is the language used by teachers in carrying out classroom activities, and it is an important means for teachers to realize their classroom roles. The classroom is the main way for students to learn English and use English in the Chinese context in our country. The teacher's classroom discourse is closely related to their classroom behavior and embodies the teacher's educational concept and cognition of his own role. Therefore, teachers' classroom discourse plays an important role in English teaching, so it is necessary to study it. The purpose of this study is to study the classroom discourse of English teachers in junior high school, based on a large number of classroom observations, after-school interviews and questionnaires. Based on Fairclaw's theory of three-dimensional discourse mode and the theory of social culture derived from Vygotsky's theory of psychological development, this paper makes a thorough analysis of the process of dynamic construction of teacher's role in English teachers' classroom discourse. It presents the characteristics of middle school English teachers' classroom discourse and the teacher's role constructed by their classroom discourse. Due to the mediating and dynamic nature of classroom discourse, teachers' classroom roles are not fixed. In different teaching situations, teachers' roles can be divided into teachers, promoters, consultants and organizers. The present study uses classroom observation and interviews to understand the current use of English teachers' classroom discourse and a questionnaire to help them understand the construction process of the four teacher roles from the perspective of students. This paper finds that English teachers in junior high school can constantly adjust and reposition their roles in classroom teaching, and realize the evolution of teachers' roles from static to dynamic, from a single type to a diversified one. Through classroom discourse, teachers convey emotional messages of kindness, trust and respect to students and create a dialogue atmosphere of equality, democracy and harmony. At the same time, teachers should promote students' self-awareness, cultural awareness and cross-cultural communication ability to promote the socialization of students. Finally, through the three dimensional discourse model of Falcrow, taking the actual classroom as the origin, the author studies the teacher's role from the perspective of teacher's classroom discourse, which is helpful for teachers to reflect on the quality of their own classroom discourse in time, so as to guide the teaching practice. The purpose of optimizing teaching effect.
【學(xué)位授予單位】：洛陽(yáng)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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