本文選題：支架式教師話語 + 閱讀理解層次��； 參考：《四川師范大學(xué)》2017年碩士論文

【摘要】：基于社會(huì)文化視角,維果茨基提出最近發(fā)展區(qū)概念,由此概念演變而來的“支架”,在教學(xué)中得到廣泛的運(yùn)用。在教學(xué)過程中,教師主要是通過語言為學(xué)生搭建支架以促進(jìn)學(xué)生理解和智力發(fā)展達(dá)到更高的認(rèn)知水平從而實(shí)現(xiàn)語言習(xí)得,這些話語被稱為“支架式教師話語”。英語閱讀課中,閱讀理解分為四個(gè)層次,包括文字理解層次、推斷性理解層次、評(píng)價(jià)或創(chuàng)造性理解層次,以及鑒賞性理解層次,每個(gè)閱讀理解層次對(duì)應(yīng)不同的閱讀理解能力。閱讀課中的支架式教師話語主要目的是幫助學(xué)生理解,為了得出支架式教師話語在各個(gè)閱讀理解層次的分布特征,導(dǎo)致該分布特征的原因,以及支架式教師話語對(duì)學(xué)生閱讀能力影響,本研究采用了課堂觀察、轉(zhuǎn)錄課堂錄像和采訪三種研究方法。課堂觀察、錄像和轉(zhuǎn)錄六位高中英語教師的閱讀課堂所得出的數(shù)據(jù)顯示支架式教師話語在四個(gè)閱讀的理解層次的分布不同,大部分支架式教師話語是為了促進(jìn)學(xué)生達(dá)到字面理解層次;而為了幫助學(xué)生達(dá)到推斷性理解層次的支架式教師話語明顯少于前一類;同樣,促進(jìn)學(xué)生達(dá)到評(píng)價(jià)性或創(chuàng)造理解層次的支架式教師話語所占比例更少,而在鑒賞性理解層次的支架式教師話語幾乎沒有。六位高一英語教師的訪談解釋了支架式話語分布不均的兩個(gè)原因。第一,高考是課堂教學(xué)的重要標(biāo)桿,高考英語試卷中細(xì)節(jié)理解題占據(jù)閱讀理解題目總數(shù)一半以上,而剩余部分都是考察學(xué)生的推理判斷能力,并沒有涉及對(duì)欣賞能力和批判性思維能力的考察。第二,教師認(rèn)為低語言水平不適合進(jìn)行高層次認(rèn)知活動(dòng)的觀念不但影響著學(xué)生的閱讀理解程度,而且影響著教學(xué)活動(dòng)的開展。課堂轉(zhuǎn)錄資料也表明在閱讀課中教師注重運(yùn)用多種支架式教師話語策略以培養(yǎng)學(xué)生部分的閱讀理解能力,例如,通過提問和積極反饋等方式使用澄清策略促進(jìn)理解細(xì)節(jié)信息的閱讀能力的發(fā)展。根據(jù)學(xué)生的智力發(fā)展特征,高中生的認(rèn)知水平以趨于成人認(rèn)知水平,因此學(xué)生在教師的指導(dǎo)下能夠達(dá)到各個(gè)層次的閱讀理解。教師在閱讀課堂中應(yīng)該重視對(duì)學(xué)生閱讀能力的全面培養(yǎng),幫助學(xué)生達(dá)到各個(gè)層次的閱讀理解。
[Abstract]:From the perspective of social culture, Vygotsky put forward the concept of "proximal development zone", from which the "scaffold" evolved from the concept has been widely used in teaching. In the process of teaching, teachers build scaffolding for students through language to promote students' understanding and intellectual development to achieve a higher level of cognition, so as to achieve language acquisition. These words are called "scaffolding teacher talk". In English reading class, reading comprehension can be divided into four levels, including text comprehension level, inferential understanding level, evaluation or creative understanding level, and appreciative understanding level. Each reading comprehension level corresponds to different reading comprehension ability. The main purpose of scaffolding teacher talk in reading class is to help students understand. In order to obtain the distribution characteristics of scaffold teacher discourse at all levels of reading comprehension, the reasons for this distribution feature are discussed. As well as the influence of scaffolding teacher talk on students' reading ability, this study adopts three research methods: classroom observation, transcription of classroom video and interview. The data obtained from classroom observation, video recording and transcription of six senior high school English teachers' reading classes show that scaffolding teacher discourse is distributed differently at the four reading comprehension levels. Most of the scaffolding teacher talk is to promote students to reach the level of literal understanding, while to help students to reach the level of inferential understanding of the scaffolding teacher discourse is significantly less than the former; similarly, The proportion of scaffold teacher talk which promotes students to reach the level of evaluation or creation of understanding is less than that of scaffold teacher talk at the level of appreciative understanding. Interviews with six English teachers in Senior one explained two reasons for the uneven distribution of scaffolding discourse. First, the college entrance examination is an important benchmark in classroom teaching. In the college entrance examination paper, the detailed comprehension questions account for more than half of the total reading comprehension questions, while the rest are all about the students' reasoning and judgment ability. And does not involve the appreciation ability and the critical thinking ability inspection. Second, teachers believe that low language proficiency is not suitable for high-level cognitive activities, which not only affects students' reading comprehension, but also affects the development of teaching activities. Classroom transcripts also show that teachers pay attention to using a variety of scaffolding teacher discourse strategies in reading classes to develop students' reading comprehension skills, for example, The use of clarification strategies through questioning and positive feedback promotes the development of reading ability to understand detailed information. According to the characteristics of students' intellectual development, the cognitive level of high school students tends to adult cognitive level, so students can achieve reading comprehension at all levels under the guidance of teachers. Teachers should pay attention to the comprehensive cultivation of students' reading ability in reading class to help students achieve reading comprehension at all levels.
【學(xué)位授予單位】：四川師范大學(xué)
【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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