本文選題：教師反饋語 + 英語教學(xué)　； 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：教師話語作為課堂教學(xué)的語言載體和學(xué)生學(xué)習(xí)的目標(biāo),一直受到國內(nèi)外許多學(xué)者的廣泛關(guān)注。教師反饋語作為教師話語的重要組成部分,是指教師在提出問題之后,對學(xué)生的應(yīng)答所作出的言語反應(yīng)。它不僅是教師與學(xué)生互動的重要工具,反映學(xué)生回答的狀況以及對目標(biāo)語的掌握情況,為進一步學(xué)習(xí)指明了努力方向,同時也被看作是學(xué)生語言輸入的重要來源。因此它在提高課堂教學(xué)效果和學(xué)習(xí)者的語言習(xí)得過程中起著至關(guān)重要的作用。本研究以語言輸入假設(shè)、語言輸出假設(shè)以及交互假設(shè)為理論指導(dǎo)試圖對高中英語實習(xí)教師的課堂反饋語進行個案研究,筆者通過對4名實習(xí)教師進行課堂觀察,調(diào)查和分析出實習(xí)教師課堂反饋語的使用頻次和使用類型,同時通過對207名學(xué)生發(fā)放調(diào)查問卷進一步調(diào)查學(xué)生對教師反饋語的態(tài)度和偏好。期望給以后的實習(xí)教師在課堂反饋語方面一些啟示,進一步的提高教學(xué)效果。本文研究的主要問題是:1.當(dāng)前高中英語實習(xí)教師課堂反饋語的使用現(xiàn)狀怎樣?(實習(xí)教師反饋語的類型和使用頻次)2.學(xué)生對實習(xí)教師反饋語存在什么樣的態(tài)度和偏好?經(jīng)過對高中英語實習(xí)教師反饋語的研究,主要發(fā)現(xiàn)有:1.隨著新課程那個改革的的推進和發(fā)展,教師在課堂教學(xué)中越來越意識到課堂反饋語的重要作用,使用反饋語的次數(shù)也越來越多,類型也越來越豐富多樣化。2.教師反饋語呈現(xiàn)多樣化的趨勢,但是教師較多使用的是簡單積極反饋、重復(fù)和評價等簡單的反饋,安慰鼓勵和引導(dǎo)這類的反饋語使用次數(shù)不足。3.學(xué)生更多的希望教師能夠多多鼓勵引導(dǎo)自己,這對教師也提出了更高的要求。通過對本文研究結(jié)果的深入分析,給當(dāng)前高中英語實習(xí)教師在教師反饋的使用方面提出以下幾點建議:1.實習(xí)教師應(yīng)該充分意識到教師反饋語在課堂中的重要作用。2.教師應(yīng)該不斷改進和提升自己反饋的使用質(zhì)量,做到深入的了解各類型的反饋語,以便能夠在課堂中靈活的運用課堂反饋語。3.重視混合型反饋語的使用,尤其是鼓勵安慰加引導(dǎo)這類反饋語。4.實習(xí)教師應(yīng)該深入的了解學(xué)生對教師反饋的偏好,根據(jù)學(xué)生的不同需求,適當(dāng)?shù)淖鞒稣{(diào)整,以滿足學(xué)生的需要。5.實習(xí)教師應(yīng)該從自身出發(fā),充分的了解自己的優(yōu)缺點,不斷的提高自身的實力。
[Abstract]:As the language carrier of classroom teaching and the target of students' learning, teacher talk has been widely concerned by many scholars at home and abroad. Teacher feedback, as an important part of teacher talk, refers to the teacher's response to students' responses after asking questions. It is not only an important tool for the interaction between teachers and students, but also an important source of students' language input, reflecting the situation of students' answers and mastering the target language and pointing out the direction of further study. Therefore, it plays an important role in improving classroom teaching and learners' language acquisition. Under the guidance of language input hypothesis, language output hypothesis and interaction hypothesis, this study attempts to make a case study of classroom feedback of English intern teachers in senior high school. This paper investigates and analyzes the frequency and type of classroom feedback used by intern teachers, and further investigates students' attitudes and preferences towards teacher feedback by issuing questionnaires to 207 students. It is expected to give some inspiration to the future intern teachers in the classroom feedback language, and further improve the teaching effect. The main problem studied in this paper is 1: 1. What is the current situation of the use of classroom feedback for English intern teachers in senior high school? The type and frequency of intern teacher feedback. What kind of attitude and preference does the student have to the intern teacher's feedback? Through the study of English intern teachers' feedback language in senior high school, the main findings are as follows: 1. With the advancement and development of the new curriculum reform, teachers are becoming more and more aware of the important role of classroom feedback in classroom teaching, and the number of times of using feedback is increasing, and the types of feedback are becoming more and more diverse. Teacher feedback tends to be diversified, but teachers tend to use simple positive feedback, repetition, evaluation and other simple feedback, comfort, encourage and guide the use of such feedback is not enough. 3. Students expect more teachers to encourage and guide themselves, which puts forward higher requirements for teachers. Through an in-depth analysis of the results of this study, this paper puts forward the following suggestions on the use of teacher feedback by current English intern teachers in senior high schools: 1. Trainee teachers should be fully aware of the important role of teacher feedback in the classroom. Teachers should constantly improve the use of their feedback and improve the quality of their use, so that in-depth understanding of the various types of feedback, in order to be able to flexibly use the classroom feedback. 3. Pay attention to the use of mixed feedback, especially to encourage comfort and guide such feedback. 4. Intern teachers should deeply understand students' preference for teacher feedback and make appropriate adjustments according to students' different needs in order to meet the needs of students. 5. Intern teachers should start from their own, fully understand their own strengths and weaknesses, constantly improve their own strength.
【學(xué)位授予單位】：山西師范大學(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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本文編號：1812629