頻發(fā)的對(duì)話阻隔、主體間性缺失危機(jī)與低效的教學(xué)課堂話語(yǔ)模式的“錯(cuò)配”引發(fā)了交際能力缺失危機(jī),危機(jī)的緩解和解決正需要在對(duì)話教學(xué)理念下構(gòu)建主體間性外語(yǔ)教學(xué)課堂話語(yǔ)模式,而新舊教學(xué)模式交替形成的互動(dòng)格局調(diào)整也成為相關(guān)主體推動(dòng)教學(xué)模式轉(zhuǎn)型的誘發(fā)因素。 本文從對(duì)話理念出發(fā),采用理論分析法、文獻(xiàn)綜述法、觀察及實(shí)驗(yàn)法,分析建構(gòu)主體間性外語(yǔ)教學(xué)課堂話語(yǔ)模式的理念、特征及理論基點(diǎn),最后通過考察導(dǎo)致低效課堂教學(xué)的原因,提出一些對(duì)應(yīng)措施及建議。 本文由六部分組成。第一部分介紹本研究的緣由及意義,借由現(xiàn)有的文獻(xiàn)綜述進(jìn)而闡述本文的研究方法。第二部分解構(gòu)對(duì)話視域下主體間性課堂話語(yǔ)模式,闡述其內(nèi)涵、特征、價(jià)值及可行性。第三部分考察現(xiàn)行外語(yǔ)教學(xué)課堂話語(yǔ)模式。第四部分分別從三方面解讀建構(gòu)主體間性課堂話語(yǔ)模式的三重困境：教學(xué)理念、教學(xué)行為、教學(xué)模式。第五部分討論建構(gòu)主體間性外語(yǔ)課堂話語(yǔ)模式的現(xiàn)實(shí)途徑。根據(jù)上述困境分析,結(jié)合作者在教學(xué)過程中所獲得的—手資料,進(jìn)而提出對(duì)應(yīng)措施及建議以期提高教學(xué)質(zhì)量,主要包括：更新教學(xué)理念、調(diào)適教學(xué)行為、創(chuàng)新教學(xué)模式。第六部分總結(jié)主體間性課堂話語(yǔ)模式的階段特征及發(fā)展趨勢(shì),分析論文不足之處并指出論...

【文章頁(yè)數(shù)】：65 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Research background
        1.1.1 Frequent asymmetric crisis of dialogue
        1.1.2 Tangible lack of inter-subjectivity
        1.1.3 Inefficient teaching mode of classroom discourse
    1.2 Research status and core concepts
        1.2.1 Research status
        1.2.2 Core concepts
    1.3 Study methods, train of thoughts and innovations
        1.3.1 Study methods
        1.3.2 Train of thoughts
        1.3.3 Innovations
    1.4 Summary
Chapter Two Logical Deconstruction of Inter-subjective FLT Discourse Mode
    2.1 Bakhtin's theory of dialogue
    2.2 The theoretical dimension of inter-subjective FLT discourse mode and its feasibility study
        2.2.1 Connotation, characteristics and value of inter-subjective FLT discourse mode
        2.2.2 Necessity and significance of constructing inter-subjective FLT discourse mode
    2.3 Summary
Chapter Three Investigation of the Existing Mode of Classroom Discourse
    3.1 Teacher talk
    3.2 Students' discourse
    3.3 Classroom interaction
        3.3.1 Interactive mode
        3.3.2 Classroom questioning
    3.4 Summary
Chapter Four Analysis of Plights in Constructing inter-subjective FLT Discourse Mode
    4.1 Plight of educational concepts
    4.2 Plight of educational behaviors
    4.3 Plights of teaching mode
    4.4 Summary
Chapter Five Practicable Methods in Constructing Inter-subjective FLT Discourse Mode
    5.1 Solutions to plight of educational concepts
        5.1.1 Acquiring linguistic theories to pursue open teacher talk
        5.1.2 Encouraging students to conduct creative output for constructing new knowledge
    5.2 Solutions to plight of teaching behaviors
        5.2.1 Allowing students to be involved in the learning process
        5.2.2 Designing the task-based syllabus
    5.3 Solutions to plight of teaching mode
        5.3.1 Improving the effectiveness of asking and responding under the sight of communication
        5.3.2 Constructing the educational mechanism "rules+cultures" based on inter-subjectivity
    5.4 Summary
Chapter Six Conclusion
    6.1 Major findings
        6.1.1 Periodic characteristic of inter-subjective FLT classroom
        6.1.2 Development trend of constructing inter-subjective FLT discourse mode
    6.2 Limitations
    6.3 Enlightenments for FLT in China
Bibliography
List of Figures
Acknowledgements



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