本文選題：優(yōu)秀高中英語教師 + 教師非言語行為�。� 參考：《揚州大學(xué)》2017年碩士論文

【摘要】：隨著科學(xué)技術(shù)的逐步發(fā)展,人們交流信息的方式發(fā)生了極大的變化。以語言為主導(dǎo)的交流方式已經(jīng)逐漸被多模態(tài)交際取代。在課堂教學(xué)中同樣如此。除了言語模態(tài),非言語行為包括手勢,面部表情,目光接觸等在實現(xiàn)良好的教學(xué)互動方面發(fā)揮著重要作用�；贙ress和Van Leeuween的視覺語法,本論文試圖回答如下問題:1)高中英語課堂中出現(xiàn)的多種模態(tài)如何實現(xiàn)再現(xiàn)意義?2)高中英語課堂中出現(xiàn)的多種模態(tài)如何實現(xiàn)互動意義?3)高中英語課堂中出現(xiàn)的多種模態(tài)如何實現(xiàn)組合意義?本研究選取了第九屆高中英語教學(xué)觀摩研討會中四位老師的教學(xué)視頻作為研究樣本。借助于多模態(tài)分析軟件ELAN,本研究對這些教師課堂上使用的模態(tài)進行定量標(biāo)注并對收集到的數(shù)據(jù)進行定性描述,旨在探究三大元功能意義如何通過他們課堂中的非言語行為構(gòu)建的。本研究得出如下發(fā)現(xiàn):第一,在四位教師的非言語行為中,敘事再現(xiàn)比概念再現(xiàn)更受到重視。一方面,敘事再現(xiàn)可細(xì)分為動作、反應(yīng)、言語和心理過程再現(xiàn)。從四位教師的教學(xué)視頻中可以看出,動作和反應(yīng)過程再現(xiàn)更為凸顯,其意義的實現(xiàn)主要通過師生間的交流互動實現(xiàn);而他們設(shè)計的PPT幻燈片主要體現(xiàn)的是動作過程再現(xiàn)。另一方面,與分析和象征過程再現(xiàn)相比,分類過程再現(xiàn)在幻燈片中體現(xiàn)更多,以此來實現(xiàn)概念再現(xiàn)。第二,四位教師在英語課堂中大量運用了目光接觸、手勢以及社會距離等非言語行為,以此實現(xiàn)互動意義。具體來看,“注視某位學(xué)生”和“面向全班”包含于目光接觸中,二者各自約占整個課堂時間的一半。此外,指示手勢是幾位教師使用最為頻繁的手勢類型,其次是圖式手勢和節(jié)拍手勢。在社會距離方面,幾位教師廣泛運用了非正式距離和個人距離,而正式距離鮮少被他們使用。第三,四位教師在設(shè)計PPT時,主要運用了上下布局,豐富的字體,顏色,重疊,分離和整合等技巧,以此來實現(xiàn)組合意義。組合意義包含三個子系統(tǒng):信息值、突顯和取景。幾位教師主要運用上下布局策略來體現(xiàn)“信息值”,字體,顏色,重疊等策略主要用來體現(xiàn)“突顯”,而分離和整合策略主要來構(gòu)建“取景”。基于以上發(fā)現(xiàn),研究者得出了一些教學(xué)啟示。第一,對于教師來說,要提高自身運用多種模態(tài)的意識來()并合理運用它們完成教學(xué)目標(biāo)和內(nèi)容。第二,在設(shè)計PPT時,廣大教師可合理運用一些字體,顏色,重疊等策略從而使教學(xué)內(nèi)容更加凸顯同時也讓學(xué)生們留意到教學(xué)重點。第三,要培養(yǎng)學(xué)生的多元識讀能力。這種能力可以幫助他們更好地理解多模態(tài)符號包括幻燈片中出現(xiàn)的圖片、文字、顏色等從而可以更好地掌握教師教授的內(nèi)容。
[Abstract]:With the development of science and technology, the way people exchange information has changed greatly. Language-oriented communication has been gradually replaced by multi-modal communication. The same is true in classroom teaching. In addition to speech modes, nonverbal behaviors, including gestures, facial expressions and eye contact, play an important role in achieving good teaching interaction. Based on the visual syntax of Kress and Van Leeuween, This thesis attempts to answer the following question: 1) how do the multiple modes in senior high school English classroom realize the meaning of reproduction? 2) how to realize the interactive meaning of the various modes in high school English classroom? 3) the variety of high school English classroom How does the modal achieve the combined meaning? This study selected the teaching videos of four teachers in the 9th Senior High School English Teaching observation Seminar as the research sample. With the help of the multi-modal analysis software Elan, this study quantitatively annotates the modes used by these teachers in the classroom and qualitatively describes the collected data. The purpose of this paper is to explore how the three metafunctions are constructed by their non-verbal behaviors in the classroom. The findings of this study are as follows: first, narrative reproduction is more important than conceptual reproduction in nonverbal behaviors of four teachers. On the one hand, narrative reproduction can be subdivided into action, reaction, speech and psychological process reproduction. It can be seen from the teaching video of four teachers that the reappearance of action and reaction process is more prominent, the realization of its meaning is mainly realized through the interaction between teachers and students, and their PPT slides mainly reflect the reproduction of action process. On the other hand, compared with analysis and symbolic process reappearance, classification process reproduces more in slides to realize conceptual reproduction. Secondly, the four teachers used non-verbal behaviors such as eye contact, gesture and social distance in English classroom to realize the interactive meaning. Specifically, "watching a student" and "facing the class" are involved in eye contact, each accounting for about half of the classroom time. In addition, indicating gestures are the most frequently used by some teachers, followed by schematic and rhythmic gestures. In terms of social distance, several teachers widely use informal distance and personal distance, while formal distance is rarely used by them. Thirdly, the four teachers mainly use the techniques of upper and lower layout, rich font, color, overlap, separation and integration when designing PowerPoint. Combinatorial meaning consists of three subsystems: information value, highlight and view. Several teachers mainly use the strategies of "information value", font, color, overlap and so on to reflect "highlight", while the separation and integration strategies are mainly used to construct "scene". Based on the above findings, the researchers draw some enlightenment from teaching. First, teachers should improve their awareness of using multiple modes and use them reasonably to complete teaching objectives and contents. Secondly, when designing PPT, teachers can use some strategies such as font, color and overlap so as to make the teaching content more prominent and make students pay attention to the key points of teaching. Third, it is necessary to cultivate students' pluralistic reading ability. This ability helps them to better understand multimodal symbols, including pictures, text, colors, and so on, which appear in slides, so they can better grasp what teachers teach.
【學(xué)位授予單位】：揚州大學(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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