本文關(guān)鍵詞：初中英語課堂學(xué)生錯(cuò)誤回答反饋的現(xiàn)狀研究　出處：《魯東大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 反饋 錯(cuò)誤回答 初中英語課堂

【摘要】：反饋主要指在課堂教學(xué)中,教師對(duì)學(xué)生完成某一學(xué)習(xí)任務(wù)的結(jié)果作出的言語性的或者非言語性的評(píng)價(jià),它是檢查學(xué)生學(xué)習(xí)效果的重要方式�！读x務(wù)教育英語課程標(biāo)準(zhǔn)》(2011)強(qiáng)調(diào)以學(xué)生為中心,學(xué)生成為英語課堂學(xué)習(xí)的主體。從理論上講他們能有更多的機(jī)會(huì)參與課堂活動(dòng),回答英語教師的提問。但是學(xué)生在產(chǎn)出語言時(shí)出現(xiàn)錯(cuò)誤回答也是不可避免的,如果學(xué)生的錯(cuò)誤回答能夠得到有效的反饋將對(duì)調(diào)動(dòng)他們的課堂參與的極性和提高學(xué)習(xí)效率有著重要意義。反饋一直是國(guó)內(nèi)外教育研究的熱點(diǎn)之一,也取得了許多研究成果,然而針對(duì)初中英語課堂學(xué)生錯(cuò)誤回答反饋的現(xiàn)狀研究仍較匱乏。本論文正是針對(duì)這一現(xiàn)狀進(jìn)行了相關(guān)的深入研究。本文的研究對(duì)象是煙臺(tái)市經(jīng)濟(jì)技術(shù)開發(fā)區(qū)實(shí)驗(yàn)中學(xué)的250名學(xué)生和38名英語老師。通過課堂觀察、問卷調(diào)查和訪談等研究方法,研究了以下三個(gè)問題:1、師生對(duì)初中英語課堂學(xué)生的錯(cuò)誤回答反饋的態(tài)度和認(rèn)識(shí)如何?2、學(xué)生哪些方面的錯(cuò)誤回答會(huì)得到反饋?3、學(xué)生錯(cuò)誤回答是在何時(shí)并以何種方式被被反饋的?通過對(duì)數(shù)據(jù)進(jìn)行分析,筆者得出以下結(jié)論:第一、大部分學(xué)生對(duì)教師的反饋持有積極的態(tài)度,希望他們的錯(cuò)誤回答能夠得到反饋,在多數(shù)學(xué)生看來,教師對(duì)他們的錯(cuò)誤回答給予反饋有助于他們英語學(xué)習(xí)能力的提升。英語教師同樣認(rèn)為對(duì)學(xué)生錯(cuò)誤回答的反饋可以幫助學(xué)生了解自己的學(xué)習(xí)效果并且避免在以后的學(xué)習(xí)中出現(xiàn)同樣的錯(cuò)誤。第二、英語課堂中學(xué)生錯(cuò)誤回答得到反饋的方面主要有語音語調(diào)(60.54%)、英語詞匯使用(78.51%)、語法(88.17%)、以及語用表達(dá)(15.436%)。第三、英語教師通常在兩個(gè)時(shí)間點(diǎn)反饋學(xué)生的錯(cuò)誤回答,一個(gè)時(shí)間點(diǎn)是在學(xué)生完整地給出自己的回答之后再給予反饋,另一個(gè)時(shí)間點(diǎn)是在老師在聽到錯(cuò)誤回答時(shí)立即給予反饋;教師多數(shù)情況下采取直接告知的方式和重申錯(cuò)誤的方式來反饋學(xué)生的錯(cuò)誤回答。針對(duì)上述研究發(fā)現(xiàn),作者提出了相關(guān)的建議,以期提高初中英語課堂錯(cuò)誤回答反饋的有效性,提高學(xué)生學(xué)習(xí)的積極性和學(xué)習(xí)效率。
[Abstract]:Feedback mainly refers to the verbal or non-verbal evaluation made by the teacher on the result of a student's completion of a certain learning task in classroom teaching. It is an important way to check the effect of students' learning. English Curriculum Standard for compulsory Education (2011) emphasizes student-centered. Students become the main body of English classroom learning. Theoretically, they have more opportunities to participate in classroom activities and answer English teachers' questions. If students can get effective feedback, it will play an important role in mobilizing the polarity of their classroom participation and improving learning efficiency. Feedback has always been one of the hot spots of educational research at home and abroad. Many research results have also been obtained. However, there is still a lack of research on the error feedback of English students in junior middle school. This thesis makes a deep research on this situation. The object of this thesis is the experiment of Yantai Economic and technological Development Zone. Middle school 250 students and 38 English teachers. Through classroom observation. Based on the questionnaire survey and interview, this paper studies the following three questions: 1. What is the attitude and understanding of the teachers and students to the feedback of the students' wrong answers in the junior middle school English classroom? 2. What aspects of the students' wrong answers will get feedback? 3. When and in what way was the student's wrong answer given? Through the analysis of the data, the author draws the following conclusions: first, most students have a positive attitude towards teachers' feedback, and hope their wrong answers can get feedback, in the view of most students. Teachers give feedback on their wrong answers to help them improve their English learning ability. English teachers also think that feedback on students' wrong answers can help students understand their own learning effects and avoid later on. The same mistakes occur in learning. Second. The main feedback aspects of middle school students' wrong answers in English classroom include pronunciation and intonation, English vocabulary use 78.51, grammar 88.17). Thirdly, English teachers usually give feedback on students' wrong answers at two points in time, one point is to give feedback after the students give their answers in a complete way. Another point in time is to give feedback immediately when the teacher hears the wrong answer; In most cases, teachers adopt the method of direct informing and repeating mistakes to feedback the students' wrong answers. In response to the findings of the above study, the author puts forward some relevant suggestions. The purpose of this paper is to improve the effectiveness of error response feedback in junior middle school English classroom and to improve students' learning enthusiasm and learning efficiency.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前8條

1 王偉清;;二語教師口頭修正性反饋的效果——對(duì)25項(xiàng)西方實(shí)證研究的元分析[J];外語教學(xué)與研究;2016年02期

2 朱彥;;透過“反饋”之鏡,傾聽課堂之音——大學(xué)英語學(xué)習(xí)者對(duì)口頭糾錯(cuò)反饋的信念探究[J];外語與外語教學(xué);2016年01期

3 羅曉杰;牟金江;;反饋促進(jìn)新教師教學(xué)反思能力發(fā)展的行動(dòng)研究[J];教師教育研究;2016年01期

4 賈冠杰;喬良文;;英語專業(yè)碩士畢業(yè)論文的語言錯(cuò)誤分析研究[J];外語界;2014年03期

5 安福勇;李慧;黎寧;吳甜;;中學(xué)英語課堂提問和反饋觀察量表修訂[J];瘋狂英語(教師版);2014年01期

6 莊凌;外語教學(xué)中的糾錯(cuò)對(duì)策[J];廣西廣播電視大學(xué)學(xué)報(bào);1999年03期

7 趙曉紅;大學(xué)英語閱讀課教師話語的調(diào)查與分析[J];外語界;1998年02期

8 朱明慧;英語口語課中的糾錯(cuò)策略[J];外語界;1996年03期

，

本文編號(hào)：1412326