本文選題：慕課 + 介入資源��； 參考：《西南大學(xué)》2016年碩士論文

【摘要】：作為傳統(tǒng)課堂教學(xué)的一個(gè)重要且有效的補(bǔ)充,大規(guī)模網(wǎng)絡(luò)在線課程(慕課)自從斯坦福大學(xué)慕課在2011年秋第一次上線后,就引起了大眾和學(xué)者的興趣及注意。慕課與傳統(tǒng)課堂的不同之處在于:學(xué)習(xí)者成千上萬(wàn),數(shù)量眾多;慕課講授者所面對(duì)的學(xué)習(xí)者背景各異,水平不同;學(xué)習(xí)者與講授者之間的互動(dòng)也與傳統(tǒng)課堂有所不同;學(xué)習(xí)者對(duì)于課程的選擇是基于自己的興趣。抓住學(xué)習(xí)者的注意力對(duì)于慕課的成功與否來(lái)說(shuō)很重要,而如何與學(xué)習(xí)者建立一個(gè)良好的人際關(guān)系則是影響其成功與否的重要因素之一。Martin和White提出的評(píng)價(jià)理論就是用來(lái)闡釋我們?nèi)绾芜\(yùn)用語(yǔ)言來(lái)建立人際意義的,其中的介入系統(tǒng)關(guān)注的就是作者與潛在讀者之間的對(duì)話空間。本文首先試圖分析介入資源在中英慕課語(yǔ)篇中分布的異同,進(jìn)而探索如何運(yùn)用介入資源建立對(duì)話空間和良好的慕課講授者與學(xué)習(xí)者人際關(guān)系。本研究采用定量分析與定性分析相結(jié)合的方法,首先分別選取了加利福尼亞大學(xué)洛杉磯分校的Dr.Matthew Lieberman講授的“社會(huì)心理學(xué)”課程(共54,495字)與華東師范大學(xué)崔麗娟教授講授的“詮釋社會(huì)、解讀生活——社會(huì)心理學(xué)”系列課程(共46,198字)作為語(yǔ)料,借助UAM語(yǔ)料庫(kù)軟件分析了介入資源在所選的中英慕課語(yǔ)篇中的分布規(guī)律,再通過對(duì)西南大學(xué)外國(guó)語(yǔ)學(xué)院英語(yǔ)專業(yè)大一一個(gè)班的29名學(xué)生進(jìn)行兩門課程的問卷調(diào)查,了解有助于建立良好講授者與學(xué)習(xí)者人際關(guān)系的介入資源。最終,本文得出了以下研究結(jié)論:首先,介入資源在中英慕課語(yǔ)篇分布的相同點(diǎn)在于:在兩種語(yǔ)篇中,對(duì)話緊縮都比對(duì)話擴(kuò)展性資源要多;否認(rèn)是出現(xiàn)最多的介入資源;兩種語(yǔ)篇都沒有出現(xiàn)疏遠(yuǎn)性引述;在對(duì)話擴(kuò)展性資源中,引發(fā)資源出現(xiàn)的最多;在對(duì)話緊縮性資源中,強(qiáng)調(diào)最多,一致最少。其分布不同點(diǎn)在于:對(duì)話緊縮在中文慕課語(yǔ)篇中出現(xiàn)的比英文慕課語(yǔ)篇要多;對(duì)話擴(kuò)展在英文慕課語(yǔ)篇中出現(xiàn)的是中文慕課語(yǔ)篇的兩倍多。在對(duì)話擴(kuò)展性資源中,英文慕課語(yǔ)篇中的引發(fā)資源比中文慕課語(yǔ)篇的多。摘引資源的分布則相反。從學(xué)習(xí)者的角度來(lái)說(shuō),他們并不認(rèn)為當(dāng)講授者使用,例如“我認(rèn)為”,這樣的引發(fā)資源時(shí)缺乏權(quán)威性,相反這樣的資源更能啟發(fā)學(xué)習(xí)者思考。很多學(xué)習(xí)者認(rèn)為表達(dá)可能立場(chǎng)的引發(fā)資源,也可以更好的啟發(fā)他們思考。此外,學(xué)習(xí)者認(rèn)為若摘引資源出自權(quán)威人士,可以增加可信度,但是大部分學(xué)習(xí)者并不在意慕課講授者是否使用這種方式。至于對(duì)話緊縮性資源,在中文慕課語(yǔ)篇中否定比讓步多;但在英文慕課語(yǔ)篇中,情況相反。但學(xué)習(xí)者認(rèn)為當(dāng)講授者要推翻自己的看法時(shí),讓步比否定更易接受。本研究旨在為慕課語(yǔ)篇提供新的研究視角,并對(duì)評(píng)價(jià)理論的擴(kuò)展做出貢獻(xiàn)。
[Abstract]:As an important and effective supplement to the traditional classroom teaching, the large-scale online online course (mousse) has aroused the interest and attention of the public and scholars since the first time in the autumn of 2011 in the autumn of Stanford University. The background of the learners is different and the level is different; the interaction between the learners and the lecturer is different from the traditional class; the learner's choice of the course is based on his own interest. It is important to seize the attention of the learner to the success of the lesson, and how to establish a good interpersonal relationship with the learner is the influence. One of the important factors for its success is.Martin and White's evaluation theory, which is used to explain how we use language to establish interpersonal meaning. The intervention system focuses on the dialogue space between the author and the potential readers. This study adopts the method of combining quantitative analysis and qualitative analysis, and first selects the course of "social psychology" (54495 words) in Dr.Matthew Lieberman, University of California, University of California, respectively. As a corpus of "interpretation of society, reading life - Social Psychology" (46198 words) taught by Professor Cui Lijuan of East China Normal University, the distribution rules of intervening resources in the selected Chinese and English lessons are analyzed with the help of UAM corpus, and 29 of the 29 major classes of English major in the Foreign Language College of the Southwestern University. A questionnaire survey of two courses was conducted to understand the involvement resources of the good lecturer and the learner's interpersonal relationship. Finally, the following conclusions were drawn: first, the same point of the distribution of the intervening discourse in the Chinese and English lessons is that in the two discourse, the contractions of the dialogue are more than the dialogic extensibility resources; There is the largest number of intervention resources; the two texts have no distant quotes; in the dialogic expansibility resources, the largest number of resources occur. In the dialogue tight resources, the most emphasis and the least consistency are emphasized. There are more than two times as much as the Chinese mousse text in the text of the text. In the dialogic expansibility, there are more resources in the English mousse text than the Chinese mousse text. The distribution of the excerpts is opposite. From the learner's point of view, they do not think that when the lecturer uses it, such as "I think", this causes the shortage of resources. Many learners think that the source of possible positions may be better to inspire them to think. In addition, the learners think that if the resource is extracted from the authority, it can increase the credibility, but the majority of the learners do not care if the lecturer uses this. In the English Mu lesson, the situation is opposite. But the learner thinks that when the lecturer wants to overthrow his own opinion, the concession is more acceptable than the negation. This study aims to provide a new research perspective for the mousse text and give tribute to the expansion of the evaluation theory. Offer.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：H315;H15

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