本文關鍵詞： 高中英語課堂 教師話語 學生參與　出處：《閩南師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：主體教育已成為我國實施素質教育的核心問題,學生主體性的最直接體現(xiàn)便是在課堂教學中的參與。只有學生積極參與到教學中,教學效果才能得到保障。只有學生真正參與到英語教學中,才能切實發(fā)揮學生在英語學習過程中的主體作用。在英語課堂上,教師的課堂話語作為我國中學生獲得可理解性輸入的主要來源,對學生課堂參與起著不可忽視的作用,受到越來越多研究者和廣大英語教師的關注。國內外學者對英語教師課堂話語和學生課堂參與的研究并不鮮見,但主要集中在對話語特征和話語功能、學生課堂參與類型和參與情況的研究,很少有學者研究英語教師課堂話語對學生學習情感、課堂參與等方面的重要影響。這些研究沒有扎根于普通英語課堂,理論意義大于實踐意義。在此背景下,本研究提出了以下三個具體問題來研究高中英語教師課堂話語對學生課堂參與造成的具體影響:(1)當前高中英語課堂教學中,學生的課堂行為參與、情感參與和認知參與具體情況如何?高中英語教師課堂提問語、反饋語和演示語使用情況如何?(2)高中英語教師課堂提問語、反饋語和演示語對學生的課堂行為參與、情感參與和認知參與是否造成影響?(3)英語教師哪種類型的課堂話語促使學生積極參與課堂?哪種類型的課堂話語導致學生不愿意積極參與課堂?本研究從英語教師課堂話語的提問語、反饋語和演示語,學生課堂行為參與,認知參與和情感參與六維度入手,采用調查問卷、訪談、課堂觀察等研究方法并以之獲得數(shù)據(jù),通過SPSS和AMOS數(shù)據(jù)統(tǒng)計分析軟件對所收集數(shù)據(jù)進行了詳細深入的分析,以此來探討高中英語教師課堂話語使用情況和學生課堂參與情況,以及高中英語教師課堂話語對學生課堂參與的影響。研究主要采用了定量與定性研究相結合的方法,對湖北省某所高中的287名學生進行了問卷調查,包括學生對高中英語教師課堂話語反饋問卷和學生英語課堂參與問卷。為了更好地解釋調查結果,對調查對象所在班級進行了課堂觀察并選取了30節(jié)課進行分析,組織了四位任課英語教師和12名學生參加了訪談。通過對數(shù)據(jù)進行整理分析,得出以下結果:(1)高中英語課堂上,教師演示語、提問語和反饋語使用情況并不理想,都有待改進;學生英語課堂參與情況并不樂觀,課堂上情感參與和行為參與較少,認知參與較多。(2)高中英語教師課堂提問語、反饋語和演示語對學生課堂行為參與、情感參與和認知參與有顯著影響。(3)當英語教師使用以下類型話語時能促使學生積極參與課堂:合理的糾正方式、靈活多變的反饋形式和多鼓勵的反饋語;廣泛的提問對象、合適的提問等待時間和問題難度;富有親和力和鼓勵性的話語和清晰的課堂指令等。當英語教師使用以下類型話語時將阻礙學生積極參與課堂:語速太快,語調太平?jīng)]有激情,聲音太小或者課堂指令不清楚;經(jīng)常讓學生單獨回答問題或者經(jīng)常提問成績好的學生等。
[Abstract]:The subject of education in China has become a key problem in the implementation of quality education, the most direct embodiment of the subjectivity of the students is in the classroom participation. Only students actively participate in teaching, the teaching effect can be guaranteed. Only the students to participate in English teaching, can effectively play the role of students in the English learning process. In the English classroom, classroom teacher talk as our students access to major source of comprehensible input, the role can not be ignored for students in the classroom to participate in play, by more and more researchers and English teachers attention. Domestic and foreign scholars on the study of English teachers' Classroom Discourse and students' participation in classroom teaching is not uncommon and it mainly concentrates on the discourse and discourse functions, types and research in the students' classroom participation, few scholars study the English teachers' classroom discourse on Students Learning emotion, class participation and other important influence. These studies are not rooted in ordinary English classroom, theoretical significance than practical significance. Under this background, this study proposes the following three specific problems of high school English teachers' classroom discourse on the specific impact of the students' participation in classroom teaching: (1) the current senior high school English classroom teaching the behavior of the students, participation, emotional involvement and cognitive participation in the specific situation? Questioning in Senior English teachers, how to use feedback and presentation language? (2) class of senior high school English teachers' questions, feedback of classroom behavior language and presentation language on students' participation, emotional involvement and cognitive engagement impact? (3) what kind of English teachers' classroom discourse to encourage students to actively participate in classroom discourse classroom? What kind of leading students not willing to actively participate in classroom English teaching from this study? Teacher classroom discourse questioning, feedback and presentation language, students participating in classroom behavior, cognitive engagement and emotional engagement with the six dimensions, using questionnaires, interviews, classroom observation and other research methods to obtain data, and AMOS data by SPSS statistical analysis software for a detailed analysis of the collected data, this to explore the use of high school English teachers' classroom discourse and students' participation in classroom teaching, and the influence of high school English teachers' classroom discourse on students' participation in classroom teaching. The study mainly adopts quantitative and qualitative research methods, conducted a survey of 287 students in Hubei Province, a high school, including students of senior high school English teachers' classroom discourse the feedback questionnaire and the students' English Classroom Participation Questionnaire. In order to better explain the results of the survey, the survey where the classes were observed in the classroom and chose 30 Festival Class analysis organized four classroom teachers and 12 students were interviewed. Through the analysis of these data, and obtained the following results: (1) high school English classroom, teachers demonstrate language, questioning and feedback using the situation is not ideal, should be improved; students English classroom participation situation is not optimistic. Class participation and emotional behavior in less cognitive participation more. (2) the question language classroom of senior high school English teachers, feedback and participation of students' language demonstration classroom behavior, emotional involvement and cognitive involvement have significant effects. (3) when English teachers use the following types of words can encourage students to actively participate in Classroom: reasonable correction the way, flexible feedback form and encourage the feedback; extensive questioning object, appropriate questions waiting time and difficulty; classroom instruction and full of affinity and encouraging words and clear Etc. when English teachers use the following types of discourses, they will obstruct students' active participation in Classroom: speed is too fast, intonation is too mild, no passion, too little voice or classroom instruction is not clear, students are often asked to answer questions individually or often ask good grades of students.

【學位授予單位】：閩南師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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