師生互動對英語教學具有重要意義。良好的互動策略能激發(fā)學生的興趣,使學生主動參與課堂活動。只有教師引導學生積極參加互動,英語教學才能取得良好的效果。然而,目前我國農(nóng)村初中學校硬件設(shè)施不夠發(fā)達,教學資源不夠豐富,學生英語學習起步較晚,大部分學生基礎(chǔ)比較薄弱。因此,英語課堂上主要還是以教師為主角的“一言堂”,而學生則成為了被動接受的配角,師生之間缺乏有效的溝通和互動,學生的消極沉默現(xiàn)象尤其嚴重。這一問題嚴重阻礙了農(nóng)村初中學生英語學習質(zhì)量的提高。為了減少學生的消極沉默,有必要研究師生互動策略對農(nóng)村初中英語課堂消極沉默的影響,并提出能有效減少消極沉默的互動策略。本研究以社會互動理論、斯溫輸出假說和知識權(quán)力理論為基礎(chǔ),研究了農(nóng)村初中英語課堂教師互動策略及其對課堂沉默的影響。本研究所探討的問題如下:（1）在互動策略中,哪些因素會導致農(nóng)村初中英語課堂的消極沉默?（2）哪些互動策略可以有效減少農(nóng)村初中英語課堂的消極沉默現(xiàn)象?（3）互動策略改進后,農(nóng)村初中英語課堂的消極沉默現(xiàn)象有何變化?針對以上問題,本研究選取8年級6個班的所有學生和他們的3名英語教師作為研究對象,通過問卷調(diào)查、訪談和課堂觀察等方式進行研... 

【文章來源】：山東師范大學山東省

【文章頁數(shù)】：72 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Objectives
    1.3 Research Significance
    1.4 Layout of the Thesis
Chapter Two Literature Review
    2.1 Previous Studies of Classroom Silence
        2.1.1 Previous Studies of the Definition of Classroom Silence
        2.1.2 Previous Studies of the Classification of Classroom Silence
        2.1.3 Previous Studies of the Causes and Countermeasures of Negative Classroom Silence
    2.2 Previous Studies of Teacher-Student Interactive Strategies
    2.3 Summary
Chapter Three Theoretical Foundation
    3.1 Social Interaction Theory
    3.2 Output Hypothesis Theory
    3.3 Knowledge Power Theory
    3.4 Summary
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Participants
    4.3 Research Methods
        4.3.1 Questionnaire
        4.3.2 Interview
        4.3.3 Class Observation
    4.4 Research Process
Chapter Five Results and Discussion
    5.1 Teacher's Teacher-Student Interactive Strategies and the Situation of Students' Silence atthe First Stage
        5.1.1 Interactive Subjects
        5.1.2 Interactive Environment
        5.1.3 Interactive Forms
        5.1.4 Interactive Breadth
        5.1.5 Interactive Depth
        5.1.6 Situation of Students' Silence
    5.2 Teacher's Teacher-Student Interactive Strategies and the Situation of Students' Silence atthe Second Stage
        5.2.1 Interactive Subjects
        5.2.2 Interactive Environment
        5.2.3 Interactive Forms
        5.2.4 Interactive Breadth
        5.2.5 Interactive Depth
        5.2.6 Situation of Students' Silence
    5.3 Comparison of the Results at the First Stage and the Second Stage
        5.3.1 Comparison of the Interactive Strategies
        5.3.2 Comparison of the Situation of Students' Silence
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations and Suggestions
References
Appendix I Questionnaire on Teacher-student Interaction and Classroom Silence in English Classroom of Rural Junior Middle School
Appendix Ⅱ Outline of Teacher Interview
Appendix Ⅲ Interview Records
Appendix Ⅳ Classroom Observation Table
Appendix Ⅴ Scripts of The Emperor's New Clothes
Appendix Ⅵ Post-Viewing Articles of the film 127 Hours
Acknowledgements



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