發(fā)布時間：2018-06-08 22:38

  本文選題：課堂對話 + 對話教學(xué)��； 參考：《寧波大學(xué)》2017年碩士論文

【摘要】：隨著英語課程改革的全面展開,毫無疑問,課堂對話成為提高學(xué)生語言習(xí)得,培養(yǎng)學(xué)生綜合語言運用能力,發(fā)展學(xué)生思維和創(chuàng)造能力的重要手段。英語課堂中的對話為師生雙方的言語互動、知識理解、思想溝通、文化意識和情感交流等提供了載體。然而,新手教師初入課堂,對課堂對話的實施存在著許多問題,如教師提問無法激起學(xué)生的思考、反饋方式單一、話輪轉(zhuǎn)換無法持續(xù)、對話環(huán)境壓抑等等。這都會導(dǎo)致師生課堂對話失效,學(xué)生外語習(xí)得受阻,嚴(yán)重影響了英語課堂教學(xué)的效果。本文以對話教學(xué)理論、二語習(xí)得理論、話語分析理論和教師專業(yè)發(fā)展理論為基礎(chǔ),比較和分析了對話教學(xué)視角下高中英語課堂新手教師和專家型教師的課堂對話。通過對N市L中學(xué)高二年級的英語課堂進行了觀察,又結(jié)合訪談進一步了解本研究對象中的四位教師和其班級學(xué)生,本研究采用案例分析的研究方法,試圖發(fā)現(xiàn)高中英語課堂中新手教師課堂對話存在的問題及改進建議。本論文可分成三大部分:第一部分是論文的前三章,是本研究的理論基礎(chǔ)部分。第一章主要介紹本研究背景、研究目的與意義、研究方法和核心概念鑒定。第二章梳理了國內(nèi)外英語課堂對話和新手教師專業(yè)發(fā)展的相關(guān)研究,包括對話教學(xué)的內(nèi)涵和實施模式、新手教師的界定、教師專業(yè)發(fā)展的內(nèi)涵和模式、新手教師和專家型教師的比較研究。第三章為理論基礎(chǔ),本研究在對話教學(xué)理論、二語習(xí)得理論、話語分析理論和教師專業(yè)發(fā)展理論的基礎(chǔ)上為本研究尋找理論支持。第二部分是論文的第四章和第五章,是本研究的主要內(nèi)容。第四章為研究設(shè)計,首先確定研究問題和研究對象,采取課堂觀察和訪談法收集資料,然后確定研究框架,以案例分析的方式從教師提問、教師反饋、話輪轉(zhuǎn)換和對話環(huán)境四個方面具體分析兩類教師課堂對話的差異,最后得出研究結(jié)論,分析影響高中英語新手教師的課堂對話中存在的問題;第五章是研究建議,在前文的基礎(chǔ)上,提出促進新手教師課堂對話的策略。第三部分是論文的結(jié)語部分,總結(jié)與反思本研究不足之處并展望未來英語課堂對話的實施。本研究希望通過對話教學(xué)的視角比較分析高中英語新手教師和專家型教師的課堂對話的差異,幫助促進新手教師的對話開展,從而為新手教師的專業(yè)發(fā)展提供思路和方向。
[Abstract]:With the development of English curriculum reform, there is no doubt that classroom dialogue has become an important means to improve students' language acquisition, develop students' comprehensive language use ability, and develop students' thinking and creative ability. The dialogue in English classroom provides the carrier for the verbal interaction, knowledge understanding, thought communication, cultural consciousness and emotional exchange between teachers and students. However, there are many problems in the implementation of classroom dialogue, such as the teacher's question can not arouse students' thinking, the way of feedback is single, the change of conversation is not sustainable, the dialogue environment is depressed and so on. This will result in the failure of classroom dialogue between teachers and students and the hindrance of students' foreign language acquisition, which will seriously affect the effectiveness of English classroom teaching. Based on dialogue teaching theory, second language acquisition theory, discourse analysis theory and teacher professional development theory, this paper compares and analyzes the classroom dialogue between novice and expert English teachers in senior high school from the perspective of dialogue teaching. Through the observation of the English classroom in Grade 2 of L Middle School in N City, and the further understanding of the four teachers and their students in this study, this study adopts the case study method. This paper attempts to find out the problems existing in the classroom dialogue of novice teachers in senior high school English classes and some suggestions for improvement. This paper can be divided into three parts: the first part is the first three chapters, which is the theoretical basis of this study. The first chapter mainly introduces the research background, research purpose and significance, research methods and core concept identification. The second chapter reviews the relevant researches on English classroom dialogue and novice teachers' professional development at home and abroad, including the connotation and implementation mode of dialogue teaching, the definition of novice teachers, and the connotation and mode of teachers' professional development. A comparative study of novice teachers and expert teachers. Chapter three is the theoretical basis of this study, which is based on dialogue teaching theory, second language acquisition theory, discourse analysis theory and teacher professional development theory. The second part is the fourth and fifth chapters of the thesis, which is the main content of this study. The fourth chapter is the design of the research. Firstly, the research questions and objects are determined, then the research framework is determined by classroom observation and interview, and then the teacher questions and feedback are analyzed by case analysis. The differences between the two types of teachers' classroom dialogue are analyzed in the four aspects of turn-switching and dialogue environment. Finally, the research conclusions are drawn, and the problems existing in the classroom dialogue that affect the English novice teachers in senior high school are analyzed. Chapter five is the research recommendations. On the basis of the above, this paper puts forward the strategy of promoting the novice teacher's classroom dialogue. The third part is the conclusion of the thesis, which summarizes and reflects on the shortcomings of this study and looks forward to the implementation of English classroom dialogue in the future. The purpose of this study is to compare and analyze the differences between novice English teachers and expert teachers from the perspective of dialogue teaching, to help promote the dialogue between novice teachers and to provide ideas and directions for the professional development of novice teachers.
【學(xué)位授予單位】：寧波大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

【參考文獻】

相關(guān)期刊論文 前10條

1 吳志華;周喜歡;;基于IRF話語分析理論的課堂對話教學(xué)有效性分析[J];中國教育學(xué)刊;2015年03期

2 王立非;李琳;;會話分析的國際研究進展:考察與分析(2008-2012)[J];外國語(上海外國語大學(xué)學(xué)報);2015年01期

3 崔允o7;王少非;;教師專業(yè)發(fā)展即專業(yè)實踐的改善[J];教育研究;2014年09期

4 黃偉;;課堂對話的運作機理——基于話語分析的視角[J];教育研究;2014年07期

5 董輝;張晨;;國外新手教師與專家教師比較研究綜述[J];哈爾濱師范大學(xué)社會科學(xué)學(xué)報;2014年02期

6 鐘啟泉;;“課堂話語分析”芻議[J];全球教育展望;2013年11期

7 陳向明;;從教師“專業(yè)發(fā)展”到教師“專業(yè)學(xué)習(xí)”[J];教育發(fā)展研究;2013年08期

8 康俊英;;情態(tài)和語氣系統(tǒng)的人際意義——以《看不見的日本人》中的對話為例[J];山西師大學(xué)報(社會科學(xué)版);2012年06期

9 楊曙;常晨光;;情態(tài)的評價功能[J];外語教學(xué);2012年04期

10 張光陸;;對話教學(xué)的課堂話語環(huán)境:特征與構(gòu)建[J];全球教育展望;2012年02期

相關(guān)博士學(xué)位論文 前1條

1 張光陸;對話教學(xué)之研究——解釋學(xué)的視域[D];華東師范大學(xué);2010年

相關(guān)碩士學(xué)位論文 前10條

1 沈宇丹;高中英語教學(xué)中的課堂對話研究[D];華東師范大學(xué);2016年

2 俞茜;高中英語課堂師生話輪案例研究[D];閩南師范大學(xué);2015年

3 石文婷;專家型與新手型教師課堂提問等待時間對比分析研究[D];海南師范大學(xué);2015年

4 胡媛;高中英語教師課堂話語分析個案研究[D];華中師范大學(xué);2014年

5 趙，

本文編號：1997481