本文關(guān)鍵詞：CSL課堂中教師非言語(yǔ)行為的研究　出處：《華東師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 教師非言語(yǔ)行為 師生意識(shí) 表現(xiàn)形式 功能

【摘要】：本文主要探索以漢語(yǔ)為第二語(yǔ)言的課堂中教師非言語(yǔ)行為的相關(guān)情況。主要涉及以下三個(gè)問(wèn)題：第一,師生雙方各自對(duì)教師課堂非言語(yǔ)行為的意識(shí)如何,兩者之間是否存在顯著差異；第二,課堂中,教師的非言語(yǔ)行為使用情況如何,并深入探究漢語(yǔ)作為二語(yǔ)課堂中教師非言語(yǔ)行為有何特點(diǎn)和存在哪些問(wèn)題；第三,從課堂環(huán)節(jié)和非言語(yǔ)行為功能兩個(gè)角度探究學(xué)生的反饋,以明晰學(xué)生的傾向。 針對(duì)這三個(gè)問(wèn)題,本文采用問(wèn)卷調(diào)查、課堂錄像、并輔以訪談等方式,同時(shí)結(jié)合國(guó)內(nèi)外的相關(guān)研究,通過(guò)統(tǒng)計(jì)分析,得出以下幾個(gè)結(jié)論： 第一,從總體上看,師生雙方對(duì)課堂中的教師非言語(yǔ)行為都有較高的關(guān)注度。教師對(duì)各類非言語(yǔ)行為表現(xiàn)形式的看法較為一致,而學(xué)生的看法則較為分散。教師和學(xué)生對(duì)課堂上教師的“外表形象”、“手勢(shì)”、“頭部動(dòng)作”、“面部表情”、“姿勢(shì)”以及“噪聲分離”等非言語(yǔ)行為表現(xiàn)形式的意識(shí)存在顯著差異；而在對(duì)“眼睛動(dòng)作”、“位置和移動(dòng)”、“時(shí)間”、“變調(diào)和變音量”的意識(shí)上差異不顯著。 第二,根據(jù)課堂觀察并分析錄像,報(bào)告從教師非言語(yǔ)行為表現(xiàn)形式和功能兩個(gè)維度,全面呈現(xiàn)了以漢語(yǔ)為二語(yǔ)的課堂中教師非言語(yǔ)行為的使用情況,并揭示了漢語(yǔ)作為第二語(yǔ)言課堂中教師非言語(yǔ)行為具有針對(duì)性、單一性、傾向性、表演性等特點(diǎn),同時(shí)也存在缺乏規(guī)范性,思維固定化,內(nèi)部差異化等問(wèn)題。 第三,在課堂環(huán)節(jié)和教師非言語(yǔ)行為功能中,學(xué)生對(duì)19種非言語(yǔ)行為的排序結(jié)果和態(tài)度均呈顯著差異,同時(shí)呈現(xiàn)出一些特殊的趨勢(shì)和傾向。 最后,本文在研究和分析的基礎(chǔ)上,提出了一些教學(xué)建議,同時(shí)希望學(xué)生的選擇能對(duì)今后的教師培訓(xùn)有所啟發(fā)。
[Abstract]:This paper mainly explores the situation of teachers' nonverbal behavior in Chinese as a second language in the classroom. It mainly involves the following three questions: first, how to both teachers and students on their teachers' nonverbal behavior in classroom consciousness, whether there are significant differences between the two; second, in the classroom, teacher's nonverbal behavior how to use, and further to explore Chinese as teachers' nonverbal behavior in classroom two language have characteristics and problems; third, to explore the students' feedback from the two aspects of Classroom Nonverbal Behaviors and functions, in order to clear their inclination.
In view of these three problems, this paper adopts questionnaires, classroom videos, interviews and other ways. Combined with related studies at home and abroad, the following conclusions are drawn through statistical analysis.
First, from the overall perspective, both teachers and students in the classroom of teacher's nonverbal behavior has a high degree of concern. Teachers' opinions on various forms of nonverbal behavior is consistent, and the opinions of the students is more scattered. Teachers and students in the classroom teacher's "appearance", "gesture", "head action", "expression", "there are significant differences in posture" and "noise separation" nonverbal behavior in the form of consciousness; in the eyes of action "," location and movement "," time "," tone and volume "awareness of the difference is not significant.
Second, based on classroom observation and video analysis, report form and function from two dimensions of teacher's nonverbal behavior, presents a comprehensive usage of teacher's nonverbal behavior in Chinese as a two language in the classroom, and reveals the Chinese as the second language classroom teachers' nonverbal behaviors in targeted, single, tendency the characteristics, performance and so on, there is also a lack of normative thinking, immobilization, internal differences and other issues.
Third, in classroom links and teachers' nonverbal behavior function, students' sorting results and attitudes towards 19 kinds of nonverbal behaviors are significantly different, showing some special trends and tendencies.
Finally, on the basis of the research and analysis, this paper puts forward some teaching suggestions, and hopes that the students' choice can enlighten the training of teachers in the future.

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H195

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本文編號(hào)：1364283