本文選題：初中英語教學(xué)　切入點：師生語言互動　出處：《聊城大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：課堂語言不僅是教師傳授知識的途徑,也是學(xué)生獲取知識的重要來源,同時也是提高學(xué)習(xí)者語言輸出,增進(jìn)師生互動的重要手段,是課堂教學(xué)的重要組成部分。師生之間良好的語言交流與互動直接影響課堂教學(xué)質(zhì)量。隨著新課程改革的不斷發(fā)展和進(jìn)步,課堂師生語言互動行為受到越來越多的專家、學(xué)者和廣大教師的關(guān)注。因此,為了解英語課堂師生語言互動的特征和現(xiàn)狀,為英語教學(xué)提供有益的建議和指導(dǎo),筆者運(yùn)用課堂觀察的方法,借助課堂語言互動分析系統(tǒng),對英語優(yōu)質(zhì)公開課課堂師生語言互動進(jìn)行研究,總結(jié)其經(jīng)驗,為初中英語教師教學(xué)提供借鑒和參考。本研究選取了第十一屆全國初中英語教學(xué)觀摩課其中五節(jié)教學(xué)課例為樣本,以課堂觀察為主要研究方法,以課堂實錄腳本為輔助手段,以課堂教師語言和學(xué)生語言為主要觀察視角,依據(jù)弗蘭德斯互動分析系統(tǒng),編制了《初中英語優(yōu)質(zhì)課師生語言互動觀察量表》對課堂語言互動進(jìn)行詳細(xì)的觀察和記錄,對數(shù)據(jù)進(jìn)行整理和統(tǒng)計,分析初中英語課師生語言互動情況。文章第一部分闡述了研究背景、目的和意義。第二部分梳理了課堂師生語言互動的概念、類型和國內(nèi)外研究現(xiàn)狀。第三部分和第四部分對選取的五節(jié)初中英語課師生課堂語言互動行為展開研究,進(jìn)行數(shù)據(jù)統(tǒng)計,從教學(xué)結(jié)構(gòu)、教師和學(xué)生的語言互動、學(xué)生的參與度以及教師語言風(fēng)格和對學(xué)生的反饋態(tài)度展開分析。第五部分基于研究結(jié)果提出相應(yīng)的建議,第六部分反思論文存在的不足,展望新的研究。研究發(fā)現(xiàn):課堂教學(xué)結(jié)構(gòu)以學(xué)生的積極參與為主,然而學(xué)生主動開啟對話的能力有待提高。教師的課堂語言風(fēng)格傾向于對學(xué)生積極地正面強(qiáng)化,對學(xué)生態(tài)度和情感的影響以間接影響為主。教師具有一定的教學(xué)藝術(shù),善于把握課堂,師生關(guān)系融洽。基于上述研究結(jié)果,文章最后從教師課堂話語量、課堂教學(xué)環(huán)境、教師語言的啟發(fā)性和激勵性、教師接納學(xué)生情感等方面提出了反思與建議。
[Abstract]:Classroom language is not only a way for teachers to impart knowledge, but also an important source for students to acquire knowledge. At the same time, it is also an important means to improve learners' language output and enhance teacher-student interaction. Good language communication and interaction between teachers and students directly affect the quality of classroom teaching. With the continuous development and progress of the new curriculum reform, there are more and more experts on language interaction between teachers and students. Therefore, in order to understand the characteristics and current situation of teacher-student language interaction in English classroom, and to provide useful suggestions and guidance for English teaching, the author applies the method of classroom observation to help the classroom language interaction analysis system. This paper makes a study on the teacher-student language interaction between teachers and students in high quality open English class, summarizes its experience, and provides reference for the teaching of junior middle school English teachers. This study selects five teaching examples of the 11th National Junior Middle School English Teaching observation course as a sample. Taking classroom observation as the main research method, classroom actual script as auxiliary means, classroom teacher's language and student's language as the main observation angle, according to Flanders interactive analysis system. The "observation scale of language interaction between Teachers and students in English quality Class in Junior Middle School" has been compiled to observe and record the classroom language interaction in detail, and to sort out and statistics the data. The first part expounds the background, purpose and significance of the research. The second part combs the concept of teacher-student language interaction. In the third and 4th parts, the author studies the teacher-student language interaction behavior in the five junior middle school English classes, carries on the data statistics, from the teaching structure, the teacher and the student's language interaction, carries on the data statistics, from the teaching structure, the teacher and the student's language interaction, Students' participation, teachers' language style and feedback attitude towards students are analyzed. Part 5th gives some suggestions based on the results of the research, and part 6th reflects on the shortcomings of the thesis. Looking forward to the new study, the study found that the structure of classroom teaching is dominated by the active participation of students, but the students' ability to initiate dialogue needs to be improved. The teachers' classroom language style tends to positively strengthen the students. The influence on students' attitude and emotion is mainly indirect. Teachers have a certain teaching art, are good at grasping the classroom, and have a harmonious relationship between teachers and students. Based on the above research results, the article concludes with the quantity of classroom discourse and the classroom teaching environment. Some reflections and suggestions are put forward in the aspects of inspiration and encouragement of teachers' language and acceptance of students' emotions.
【學(xué)位授予單位】：聊城大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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