【摘要】：教師反饋是影響學(xué)生學(xué)習(xí)動(dòng)機(jī)形成的有力因素。教師反饋是指在課堂師生互動(dòng)中,教師對(duì)學(xué)生的學(xué)習(xí)行為(問答、表演、操作等)中的交流語言、形式、內(nèi)容或所涉及的其他信息做出的言語的或者非言語的回應(yīng)。作為師生互動(dòng)中的重要一環(huán),教師反饋是學(xué)生語言輸入的主要來源之一。有效的教師反饋既是尊重學(xué)生的主體性地位的體現(xiàn),還能對(duì)學(xué)生的語言知識(shí)、認(rèn)知和情感產(chǎn)生積極的影響,為師生互動(dòng)創(chuàng)造良好的語境。反之,則會(huì)影響師生互動(dòng),不利于學(xué)生的語言習(xí)得。因此,對(duì)師生互動(dòng)中的教師反饋?zhàn)鞲顚哟蔚难芯縿t顯得意義十足。當(dāng)今,國(guó)內(nèi)外研究者雖然對(duì)課堂教學(xué)做了大量的研究,但是注意力大多集中在教師用語及教師糾錯(cuò)反饋層面上,而對(duì)教師課堂反饋與學(xué)生學(xué)習(xí)動(dòng)機(jī)的關(guān)系的研究卻較為少見。本論文主要以初中英語課堂教學(xué)過程為源泉,擬通過對(duì)初中英語教師以及學(xué)生對(duì)教師反饋的態(tài)度和偏好的調(diào)查,幫助教師找到有效、實(shí)用、對(duì)教學(xué)有指導(dǎo)意義的教學(xué)反饋方式,嘗試性提出提高初中教師反饋的質(zhì)量以提高學(xué)生學(xué)習(xí)動(dòng)機(jī)的建議,以此提高初中生的英語學(xué)習(xí)效率。本文的研究對(duì)象是武漢市魯巷中學(xué)初中一年級(jí)隨機(jī)抽取的兩個(gè)班的87名學(xué)生以及初一年級(jí)的五名英語教師。作者通過問卷調(diào)查和訪談的形式來了解教師和學(xué)生對(duì)英語教師課堂反饋的態(tài)度及偏好。為了了解學(xué)生對(duì)教師反饋的態(tài)度和要求,作者對(duì)兩個(gè)班的學(xué)生進(jìn)行問卷調(diào)查,并對(duì)六名學(xué)生和五名教師進(jìn)行了訪談。通過問卷調(diào)查和訪談筆者發(fā)現(xiàn)：教師反饋對(duì)學(xué)生課堂參與的影響是明顯的,積極地反饋能促進(jìn)學(xué)生的課堂參與。學(xué)生更希望教師能提供更多的眼神,手勢(shì),以及肢體語言的反饋,因此,學(xué)生的反饋需求要求教師注意多種反饋技巧的應(yīng)用�？傊�,在初中英語課堂教學(xué)中,教師反饋是一種有效的英語教學(xué)策略,教師反饋語的多樣性可以增加學(xué)生可理解性的英語語言輸入和輸出。針對(duì)不同的教學(xué)內(nèi)容,教師應(yīng)該靈活使用不同的教師反饋語類型,以便有效地提高英語課堂教學(xué)質(zhì)量。學(xué)生對(duì)教師反饋語的偏好也影響著教師反饋語使用的有效性。
[Abstract]:Teacher feedback is a powerful factor influencing students' learning motivation. Teacher feedback refers to the verbal or non-verbal responses made by teachers to the communicative language, form, content or other information involved in the students' learning behavior (question and answer, performance, operation, etc.) in the classroom teacher-student interaction. As an important part of teacher-student interaction, teacher feedback is one of the main sources of students' language input. Effective teacher feedback is not only a reflection of respecting students' subjective status, but also a positive influence on students' language knowledge, cognition and emotion, thus creating a good context for teacher-student interaction. On the contrary, it will affect the interaction between teachers and students, which is not conducive to students' language acquisition. Therefore, a deeper study of teacher feedback in teacher-student interaction is meaningful. Nowadays, researchers at home and abroad have done a lot of research on classroom teaching, but most of them focus on teachers' language and teachers' error-correcting feedback, but the research on the relationship between teachers' classroom feedback and students' learning motivation is rare. This thesis mainly takes the junior middle school English classroom teaching process as the fountainhead, through the investigation to the junior middle school English teacher and the student to the teacher feedback attitude and the preference, helps the teacher to find the effective, the practical, has the instruction significance teaching feedback way. In order to improve the English learning efficiency of junior high school students, it is proposed to improve the quality of teachers' feedback in order to improve the students' learning motivation. The subjects of this study are 87 students in two classes randomly selected from the first grade of Luxiang Middle School in Wuhan City and five English teachers in Grade one. Through questionnaires and interviews, the author tries to find out the attitude and preference of teachers and students towards English teachers' classroom feedback. In order to understand the students' attitude towards teachers' feedback, the author conducted a questionnaire survey on the students in two classes, and interviewed six students and five teachers. Through the questionnaire survey and interview, the author finds that the teacher feedback has obvious influence on the students' classroom participation, and positive feedback can promote the students' classroom participation. Students hope that teachers can provide more feedback from eyes, gestures and body language. Therefore, students' feedback needs require teachers to pay attention to the application of various feedback techniques. In short, teacher feedback is an effective English teaching strategy in junior middle school English classroom teaching. The diversity of teacher feedback language can increase students' comprehensible input and output of English language. According to different teaching contents, teachers should use different types of teacher feedback language flexibly in order to effectively improve the quality of English classroom teaching. Students' preference for teacher feedback also affects the effectiveness of teacher feedback.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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本文編號(hào)：2336396