本文選題：激勵性評價 + 話語輸出　； 參考：《曲阜師范大學》2015年碩士論文

【摘要】：在中國由于缺乏真實的英語交流環(huán)境,課堂就成為學生英語口語輸出的主要陣地。初中英語新課程標準中強調(diào),在英語課堂上教師要發(fā)揮評價的激勵性功能。教師評價既為學生提供可理解性的語言輸入,又為學生提供話語輸出的機會。而激勵性的教師評價有利于促進學生的話語輸出以及師生間的交流。因此,在初中英語課堂上,充分發(fā)揮教師激勵性評價的作用能有效促進學生的話語輸出。筆者查閱文獻后發(fā)現(xiàn),國內(nèi)外學者從教師評價的不同方面進行了研究,胡紅蘭、馬海達等人探討了實施激勵性評價的原則、方式及存在的問題等,美國心理學家Rogers研究了激勵性評價對課堂氛圍的影響,他們的研究為外語教學和學習提供了許多啟示。但是關于初中英語教師激勵性評價的研究相對較少,且對于教師激勵性評價與初中生英語課堂話語輸出關系的研究也不足。由于激勵性評價的重要性以及國內(nèi)外相關研究的缺乏,因此激勵性評價對初中生英語話語輸出的影響是一個十分值得研究的課題。本研究在國內(nèi)外學者研究的基礎上,探討在教師實施激勵性評價的課堂語境下,初中生英語課堂話語輸出是否受到積極影響。旨在探索當前教師評價方式存在的問題以及恰當?shù)募钚栽u價能否促進學生話語輸出。研究通過對棗莊二十八中師生實施的問卷調(diào)查、課堂觀察和課堂錄音,并以優(yōu)質(zhì)課教師評價為參考進行對比,分析教學實踐中教師評價和優(yōu)質(zhì)課上教師評價存在的差異,了解初中英語實際課堂中教師使用激勵性評價和學生話語輸出的現(xiàn)狀,分析初中英語教師實施激勵性評價時存在的問題,提出如何進一步發(fā)揮初中英語教師激勵性評價的作用以促進學生話語輸出的對策。研究結(jié)果表明,實際課堂中教師對學生的評價并未完全發(fā)揮積極的作用,學生的話語輸出也極為有限。針對這些問題,研究者開展了相應的教學實驗研究,并提出了相應的對策以改進教師的激勵性評價。
[Abstract]:In China, due to the lack of real English communication environment, the classroom has become the main position for students to export oral English. In the new English curriculum standard of junior middle school, teachers should play an encouraging role in the English classroom. Teacher evaluation not only provides students with comprehensible language input, but also provides students with the opportunity of utterance output. And the encouraging teacher evaluation is helpful to promote the students' utterance output and the communication between teachers and students. Therefore, in the junior middle school English classroom, the full play of the role of teacher incentive evaluation can effectively promote the students' discourse output. After consulting the literature, the author finds that scholars at home and abroad have studied from different aspects of teacher evaluation, Hu Honglan, Ma Haida and others have discussed the principles, methods and existing problems of implementing incentive evaluation. American psychologist Rogers has studied the influence of incentive evaluation on classroom atmosphere, and their research has provided many inspirations for foreign language teaching and learning. However, there are few studies on the motivational evaluation of junior middle school English teachers, and the relationship between teacher incentive evaluation and junior high school students' English classroom discourse output is also insufficient. Due to the importance of incentive evaluation and the lack of relevant research at home and abroad, the impact of incentive evaluation on the English discourse output of junior high school students is a topic worth studying. Based on the research of scholars at home and abroad, this study explores whether the classroom discourse output of junior high school students is positively affected in the classroom context of teachers' implementation of motivational evaluation. The purpose of this paper is to explore the problems existing in the current teacher evaluation and whether the appropriate incentive evaluation can promote the students' discourse output. Based on the questionnaire survey, classroom observation and classroom recording of the teachers and students in Zaozhuang 28, and the comparison between the teachers' evaluation and the teachers' evaluation in the teaching practice, the paper analyzes the differences between the teachers' evaluation in teaching practice and the teachers' evaluation in the high quality classes. To understand the current situation of teachers' use of incentive evaluation and student discourse output in junior middle school English classroom, and to analyze the problems existing in junior middle school English teachers' implementation of incentive evaluation. How to further play the role of junior high school English teachers' incentive evaluation in order to promote the students' discourse output is put forward. The results show that teachers' evaluation of students does not play a positive role and the output of students' discourse is very limited. In view of these problems, the researcher has carried out the corresponding teaching experiment research, and has proposed the corresponding countermeasure to improve the teacher's incentive evaluation.
【學位授予單位】：曲阜師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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