發(fā)布時(shí)間：2018-05-04 10:41

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

【摘要】：教師話語是學(xué)生輸入目標(biāo)語的主要來源。作為教師話語的一部分,教師反饋也是學(xué)生語言輸入的重要組成部分。教師反饋是教師在課堂互動(dòng)中對(duì)學(xué)生的課堂學(xué)習(xí)行為或表現(xiàn)做出的言語的或者非言語的回應(yīng),同時(shí)也是師生互動(dòng)的媒介和載體。有效的教師反饋不僅可以促進(jìn)學(xué)生的語言輸入輸出,而且能調(diào)動(dòng)課堂氣氛,引導(dǎo)學(xué)生積極參與課堂學(xué)習(xí)。教師反饋使用不當(dāng),則可能會(huì)降低學(xué)生的學(xué)習(xí)熱情。我國對(duì)教師課堂反饋的相關(guān)研究起步相對(duì)較晚,同時(shí)研究范圍主要集中在大學(xué)與高中課堂,對(duì)初中階段的教師課堂反饋研究相對(duì)較少。因此,非常有必要對(duì)初中課堂教學(xué)過程中的教師反饋進(jìn)行研究。本研究以輸入假說、互動(dòng)假說、輸出假說等理論為基礎(chǔ),借鑒Nunan(1991),LysterRanta(1997)和趙常友(2008)對(duì)教師反饋的分類,對(duì)初中英語教師課堂反饋進(jìn)行研究。本研究從鄉(xiāng)寧縣8所初中選取18位初二英語教師和617名初二學(xué)生作為研究對(duì)象,通過課堂觀察、問卷調(diào)查以及訪談,試圖回答以下問題:1)當(dāng)前初中英語教師課堂反饋的現(xiàn)狀如何?教師反饋有哪些種類,各類反饋的分布特征如何?2)學(xué)生對(duì)教師所使用的反饋的態(tài)度如何?3)教師給予反饋的目的與學(xué)生對(duì)此反饋的接受程度之間是否存在一致性?本研究歷時(shí)三個(gè)月。研究者首先深入課堂觀察54節(jié)英語課(每位教師3節(jié)課)并結(jié)合課堂觀察記錄表,記錄教師所用的反饋話語類型和分布情況。之后研究者對(duì)617名初二學(xué)生進(jìn)行問卷調(diào)查以探究教師課堂反饋的現(xiàn)狀和學(xué)生對(duì)教師課堂反饋的態(tài)度,共發(fā)放617份問卷,收回617份問卷,有效問卷有593份。最后,研究者從617名學(xué)生中抽取18名學(xué)生進(jìn)行一對(duì)一半結(jié)構(gòu)式訪談,深入了解學(xué)生對(duì)教師反饋的認(rèn)識(shí)和態(tài)度,并對(duì)選取的18位初二英語教師進(jìn)行訪談以探究教師對(duì)課堂反饋的理解和運(yùn)用程度。本研究有以下發(fā)現(xiàn):1)教師在上課過程中會(huì)用到不同類型的反饋,但并不是所有的反饋在一節(jié)課中都能被用到。不同的反饋類型有不同的使用頻率。2)教師在課堂教學(xué)過程中會(huì)經(jīng)常進(jìn)行積極反饋而不是消極反饋。在所有的反饋類型中,使用頻率最多的是簡單表揚(yáng)與認(rèn)可,但是僅有百分之五十的學(xué)生對(duì)這一反饋表示喜歡。3)學(xué)生對(duì)當(dāng)前英語教師的課堂反饋很滿意。大多數(shù)學(xué)生表示很喜歡老師給予的課堂反饋,尤其是積極反饋。他們較為喜歡的反饋類型有表揚(yáng)與重復(fù)、表揚(yáng)與點(diǎn)評(píng)和表揚(yáng)與補(bǔ)充。如果他們的答案中出現(xiàn)錯(cuò)誤,學(xué)生希望教師能夠給予重鑄或誘出回答,鼓勵(lì)他們積極思考。4)教師課堂反饋的目的與學(xué)生對(duì)此的接受程度之間存在一定的一致性。接受采訪的教師能意識(shí)到教師反饋在課堂教學(xué)中的重要性。大多數(shù)教師在課堂上能根據(jù)學(xué)生的具體表現(xiàn)給予學(xué)生反饋,希望達(dá)到自己的預(yù)設(shè)目標(biāo)。不同層次的學(xué)生表示教師反饋能滿足的心理需求。
[Abstract]:Teacher talk is the main source of students' input target language. As a part of teacher talk, teacher feedback is also an important part of students' language input. Teacher feedback is a verbal or non-verbal response to students' learning behavior or performance in classroom interaction, and it is also the medium and carrier of teacher-student interaction. Effective teacher feedback can not only promote students' language input and output, but also stimulate classroom atmosphere and guide students to actively participate in classroom learning. Improper use of teacher feedback may reduce students' enthusiasm for learning. The research on teacher classroom feedback in our country started relatively late, and the research scope is mainly concentrated in universities and senior middle schools, and the research on teacher classroom feedback in junior middle school is relatively less. Therefore, it is necessary to study the teacher feedback in the course of junior middle school classroom teaching. Based on the theories of input hypothesis, interaction hypothesis and output hypothesis, this study studies the classroom feedback of junior English teachers in junior high school by using the classification of teachers' feedback from Nunanli's 1991 LysterRanta 1997 and Zhao Changyou's 2008). This study selects 18 English teachers and 617 junior high school students from 8 junior middle schools in Xiangning County as the research objects. Try to answer the following question: 1) what is the current situation of classroom feedback for junior middle school English teachers? What are the types of teacher feedback, what are the distribution characteristics of all kinds of feedback, and what is the attitude of students towards the feedback used by teachers? 3) is there a consistency between the purpose of feedback given by teachers and the acceptance of feedback by students? This study lasted for three months. The researchers first observed 54 English classes (3 classes per teacher) and recorded the types and distribution of feedback utterances used by teachers combined with classroom observation records. Then the researcher conducted a questionnaire survey on 617 junior high school students to explore the current situation of teachers' classroom feedback and the students' attitude towards classroom feedback. A total of 617 questionnaires were issued, 617 questionnaires were collected, and 593 valid questionnaires were obtained. Finally, 18 students were selected from 617 students to conduct a one-half structured interview to understand the students' understanding and attitude towards teacher feedback. In order to explore the teachers' understanding and application of classroom feedback, 18 English teachers were interviewed. In this study, we find that teachers use different types of feedback in class, but not all of them can be used in one class. Different types of feedback have different frequency of use. 2) Teachers often use positive rather than negative feedback in the classroom teaching process. Among all the feedback types, simple praise and approval are used most frequently, but only 50% students like this feedback. 3) students are satisfied with the current English teachers' feedback. Most students say they like classroom feedback from teachers, especially positive feedback. Their preferred types of feedback are praise and repetition, praise and comment, and praise and supplement. If there is a mistake in their answer, the students hope that the teacher can give them a new or induced answer to encourage them to think positively. 4) there is a certain consistency between the purpose of the teacher's classroom feedback and the students' acceptance of the answer. Teachers interviewed are aware of the importance of teacher feedback in classroom teaching. Most teachers can give feedback according to the students' performance in class, hoping to reach their preset goals. Students at different levels express the psychological needs that teachers' feedback can meet.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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