【摘要】：教師課堂話語是教學(xué)工具與教學(xué)內(nèi)容的結(jié)合體,在外語教學(xué)中至關(guān)重要,因此長時間以來,教師課堂話語一直是外語教學(xué)研究的重點(diǎn)。在國內(nèi),課堂話語研究主要是借助國外相關(guān)理論針對大學(xué)在職教師進(jìn)行的,而本文試圖以中國語言學(xué)家顧曰國先生的即席話語分析范式為框架,研究教學(xué)目標(biāo)實(shí)現(xiàn)、課堂活動交流、師生關(guān)系處理過程中初中經(jīng)驗(yàn)教師與實(shí)習(xí)教師英語課堂話語的異同。本研究選取西安市某初中兩位經(jīng)驗(yàn)教師和兩位實(shí)習(xí)教師為研究對象,對其課堂進(jìn)行觀察與錄像,然后對錄像進(jìn)行轉(zhuǎn)寫,并從教學(xué)目標(biāo)實(shí)現(xiàn)、課堂活動交流、師生關(guān)系處理過程三個方面對轉(zhuǎn)寫材料進(jìn)行詳細(xì)分析。根據(jù)分析發(fā)現(xiàn)：首先,在教學(xué)目標(biāo)實(shí)現(xiàn)過程中,經(jīng)驗(yàn)教師和實(shí)習(xí)教師都能有效導(dǎo)入主題,組織有層次的活動,總結(jié)課堂重要知識,基本實(shí)現(xiàn)語言目標(biāo)：不同的是,經(jīng)驗(yàn)教師在課堂準(zhǔn)備活動中清楚直接地呈現(xiàn)教學(xué)目標(biāo),并在活動過程中實(shí)現(xiàn)多維教學(xué)目標(biāo),而實(shí)習(xí)教師重視語言知識和技能有時忽視了情感、文化和學(xué)習(xí)策略目標(biāo)。第二,課堂活動交流中,經(jīng)驗(yàn)教師指令簡潔、準(zhǔn)確、清晰、有邏輯,必要時示范、舉例或借助母語輔助教學(xué),給予學(xué)生積極反饋、間接方式幫助學(xué)生提高以保持其學(xué)習(xí)信念和熱情；然而實(shí)習(xí)教師指令有時缺乏邏輯性、贅余、難理解、或與活動不一致,而且直接改正學(xué)生錯誤。第三,經(jīng)驗(yàn)教師善于維持師生合作關(guān)系并為學(xué)生創(chuàng)造輕松和諧的學(xué)習(xí)氛圍,但實(shí)習(xí)教師的課堂氣氛有些緊張。根據(jù)以上發(fā)現(xiàn)得出如下啟示：首先,有效的導(dǎo)入、漸進(jìn)的活動、及時的總結(jié)對于實(shí)現(xiàn)教學(xué)目標(biāo)是必不可少的。實(shí)習(xí)教師應(yīng)該重視五維目標(biāo),更加清晰直接地呈現(xiàn)目標(biāo)。其次實(shí)習(xí)教師應(yīng)該學(xué)會發(fā)出簡潔、準(zhǔn)確、清晰、有邏輯的指令,必要時示范舉例或借助母語,給予學(xué)生更多積極性反饋,間接糾正學(xué)生錯誤以增強(qiáng)其信心或?qū)W習(xí)熱情。最后,實(shí)習(xí)教師應(yīng)該學(xué)會處理師生關(guān)系,為學(xué)生營造輕松公平的學(xué)習(xí)環(huán)境�？傊�,實(shí)習(xí)教師應(yīng)該將所學(xué)教學(xué)理論與實(shí)踐相結(jié)合,積極向經(jīng)驗(yàn)教師學(xué)習(xí),努力在教學(xué)實(shí)踐中提高教師話語水平。本文尚有許多不足之處,還需進(jìn)一步的改善和更深入的研究。
[Abstract]:Teacher classroom discourse is a combination of teaching tools and teaching content, which is very important in foreign language teaching. Therefore, teacher classroom discourse has been the focus of foreign language teaching research for a long time. In our country, classroom discourse research is mainly carried out with the help of relevant theories from abroad, and this paper attempts to achieve the teaching goal with the framework of the extemporaneous discourse analysis paradigm of Chinese linguist Gu Yueguo. The differences and similarities of English classroom discourse between junior high school experienced teachers and intern teachers in the process of classroom activity communication and teacher-student relationship processing. This study selected two experienced teachers and two intern teachers in a junior high school in Xi'an as the research object, observed and recorded the classroom, then transposed the video, and realized the teaching goal and exchanged classroom activities. Three aspects of the processing process of teacher-student relationship are analyzed in detail. According to the analysis, first of all, in the process of achieving the teaching goals, both experienced teachers and intern teachers can effectively introduce themes, organize hierarchical activities, sum up important knowledge in the classroom, and basically achieve the language goals. Experiential teachers clearly and directly present teaching objectives in classroom preparation activities and realize multi-dimensional teaching objectives in the process of activities, while interns sometimes neglect emotional, cultural and learning strategy goals by attaching importance to language knowledge and skills. Second, in the classroom activity exchange, the experience teacher instruction is succinct, accurate, clear, logical, if necessary demonstration, examples or with the aid of mother tongue teaching, gives the student positive feedback, Indirect ways to help students improve to maintain their learning beliefs and enthusiasm; However, intern teacher instructions are sometimes illogical, redundant, difficult to understand, or inconsistent with activities, and directly correct students' mistakes. Thirdly, experienced teachers are good at maintaining the cooperative relationship between teachers and students and creating a relaxed and harmonious learning atmosphere for students, but the classroom atmosphere of intern teachers is somewhat tense. Based on the above findings, the following revelations are obtained: first, effective introduction, progressive activities, and timely summary are essential to the realization of teaching objectives. Intern teachers should attach importance to five-dimensional goals and present them more clearly and directly. Secondly, the intern teachers should learn to give concise, accurate, clear and logical instructions. If necessary, they should demonstrate examples or give students more positive feedback with the help of their mother tongue, so as to indirectly correct students' mistakes in order to enhance their confidence or enthusiasm for learning. Finally, intern teachers should learn to deal with teacher-student relations and create a relaxed and fair learning environment for students. In a word, the intern teachers should combine the teaching theory with the practice, learn from the experienced teachers actively, and try hard to improve the teacher's discourse level in the teaching practice. There are still many deficiencies in this paper, which need further improvement and further study.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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