發(fā)布時(shí)間：2018-03-28 05:13

  本文選題：英語(yǔ)課堂　切入點(diǎn)：內(nèi)初班　出處：《石河子大學(xué)》2017年碩士論文

【摘要】：課堂評(píng)價(jià)語(yǔ)作為課堂教學(xué)活動(dòng)的有機(jī)組成,對(duì)改進(jìn)學(xué)生學(xué)習(xí)和教師教學(xué)有著不可替代的作用。作為教師課堂評(píng)價(jià)的客體,學(xué)生的參與度是課堂有效性的重要指標(biāo)。提高學(xué)生的課堂參與度已成為實(shí)際教學(xué)中實(shí)現(xiàn)主體性教育的重要舉措。內(nèi)初班為新疆少民族地區(qū)基礎(chǔ)教育階段優(yōu)秀少數(shù)民族學(xué)生和部分漢族學(xué)生提供了優(yōu)質(zhì)的英語(yǔ)教育資源,內(nèi)初班英語(yǔ)課堂教師如何使用恰當(dāng)?shù)脑u(píng)價(jià)語(yǔ),更好地激發(fā)內(nèi)初班學(xué)生積極參與課堂是本研究的核心問(wèn)題。本研究通過(guò)課堂觀察、問(wèn)卷調(diào)查得到了內(nèi)初班英語(yǔ)課堂教師評(píng)價(jià)語(yǔ)和學(xué)生參與度的現(xiàn)狀,并通過(guò)完善弗蘭德斯互動(dòng)分析系統(tǒng),記錄了內(nèi)初班54節(jié),4種課型(閱讀、聽(tīng)力、語(yǔ)法詞匯和寫(xiě)作)的英語(yǔ)課。根據(jù)弗蘭德斯互動(dòng)分析系統(tǒng)編碼規(guī)則,轉(zhuǎn)寫(xiě)獲得54份課堂互動(dòng)矩陣圖,經(jīng)過(guò)定量(皮爾遜相關(guān))和會(huì)話分析得出不同班級(jí)類型(民考民和民考漢)英語(yǔ)教師評(píng)價(jià)語(yǔ)與學(xué)生參與度的具體相關(guān)關(guān)系和其具體原因。具體結(jié)果如下:1.內(nèi)初班英語(yǔ)教師課堂評(píng)價(jià)語(yǔ)呈現(xiàn)出語(yǔ)言選擇和課堂環(huán)節(jié)分布的多元化,以及基于學(xué)生參與的評(píng)價(jià)方式的特點(diǎn)。被調(diào)查的每個(gè)內(nèi)初班英語(yǔ)教師在其課堂都使用了評(píng)價(jià)語(yǔ),其中75%的教師在評(píng)價(jià)語(yǔ)的選擇上使用中英雙語(yǔ),評(píng)價(jià)環(huán)節(jié)上做到了多元化,評(píng)價(jià)分布在課堂提問(wèn)、角色扮演,小組討論,頭腦風(fēng)暴等環(huán)節(jié);75%的英語(yǔ)教師認(rèn)為自己了解學(xué)生興趣,并認(rèn)為內(nèi)初班大多數(shù)學(xué)生能夠積極參與課堂;50%的教師會(huì)在學(xué)生課堂表現(xiàn)后給予即時(shí)評(píng)價(jià)。2.內(nèi)初班英語(yǔ)課堂學(xué)生參與情況呈現(xiàn)性別、年級(jí)以及班級(jí)類型上的差異,其中,班級(jí)類型的差異體現(xiàn)著語(yǔ)言基礎(chǔ),課堂學(xué)習(xí)環(huán)境維度上學(xué)生課堂參與的差異。在行為參與、認(rèn)知參與和情感參與方面,男生參與度均顯著低于女生(t=-2.537,-2.007,-2.237;df=448,448,285.676;p0.05);隨著學(xué)習(xí)年限的增長(zhǎng),課堂參與度呈現(xiàn)降低的趨勢(shì)(七年級(jí)八年級(jí)九年級(jí));民考民班級(jí)學(xué)生行為參與度顯著低于民考漢班級(jí)(MD民考民-民考漢=-1.432,p0.05)。3.總體而言,教師評(píng)價(jià)語(yǔ)較好地促進(jìn)了民考民班級(jí)學(xué)生的主動(dòng)課堂參與,對(duì)民考漢班級(jí)學(xué)生的被動(dòng)參與影響較大。英語(yǔ)課堂教師肯定評(píng)價(jià)語(yǔ)更好地促進(jìn)了民考民班級(jí)學(xué)生的課堂主動(dòng)參與,與民考民內(nèi)初班學(xué)生主動(dòng)參與度呈現(xiàn)強(qiáng)正相關(guān)關(guān)系(r=.749.7,p0.01);與民考漢內(nèi)初班學(xué)生被動(dòng)參與度呈現(xiàn)中度正相關(guān)關(guān)系(r=.513,p0.01)。否定評(píng)價(jià)語(yǔ)的影響在兩種班級(jí)未呈現(xiàn)明顯差異。模糊評(píng)價(jià)語(yǔ)與民考民班級(jí)學(xué)生的被動(dòng)參與度呈現(xiàn)中度的負(fù)相關(guān)關(guān)系(r=-.448,p=.015),與民考漢學(xué)生被動(dòng)參與度呈現(xiàn)中度正相關(guān)關(guān)系(r=.608,p=0.001)。4.內(nèi)初班英語(yǔ)課堂教師評(píng)價(jià)語(yǔ)除了扮演著基于學(xué)習(xí)內(nèi)容的判斷與情感反饋的角色,還作為語(yǔ)言輸入的一部分,在課堂評(píng)價(jià)環(huán)節(jié)的語(yǔ)言交流與互動(dòng)中影響著學(xué)生語(yǔ)言輸出及課堂參與的質(zhì)量。
[Abstract]:As an organic component of classroom teaching activities, classroom evaluation plays an irreplaceable role in improving students' learning and teachers' teaching. Student participation is an important indicator of classroom effectiveness. Improving students' participation in class has become an important measure to realize subjective education in practical teaching. The first class in Xinjiang is an excellent minority in the elementary education stage of minority minority areas in Xinjiang. Ethnic students and some Han students have provided high-quality English education resources. The key problem of this study is how to use appropriate evaluation language to motivate the students to participate actively in the classroom. The questionnaire survey shows the current situation of teachers' evaluation and student participation in the first class of English classes, and through the improvement of Flanders interactive analysis system, records the four classes (reading, listening, reading, listening) in the first class of the first class, which are divided into four classes: reading, listening, listening, reading and listening. According to the coding rules of Flanders Interactive Analysis system, 54 interactive matrix maps were obtained. Through quantitative (Pearson correlation) and conversational analysis, the specific relationship between English teacher evaluation and student participation in different class types (Minkao and Minkaohan) and the specific reasons are obtained. The results are as follows: 1. The classroom evaluation of English teachers presents a diversity of language choices and classroom links. And the characteristics of the evaluation methods based on the students' participation. Each of the first class English teachers surveyed used the evaluation language in their classrooms. 75% of the teachers used Chinese and English bilingualism in the choice of evaluation language, and the evaluation links were diversified. 75% of English teachers said they understood their students' interests in classroom questioning, role-playing, group discussion, brainstorming, etc. It is considered that most of the students in the first class can actively participate in the classroom, and 50% of the teachers will give immediate evaluation after the students' classroom performance. 2. There are differences in the participation of the students in the first class, including gender, grade and class type. The difference of class type reflects the language foundation and the difference of students' classroom participation in the dimension of classroom learning environment. In the aspects of behavioral participation, cognitive participation and emotional participation, the participation of boys is significantly lower than that of girls (4484485.676). Class participation showed a decreasing trend (Grade 7, Grade 8, Grade 9); the level of behavior participation of the students in the civil class was significantly lower than that in the class of the Chinese and the Chinese, which was significantly lower than that in the class of the people and the Han people-1.432%, p 0.05. 3. In general, there was a significant difference between the two classes. The teacher evaluation language can promote the active class participation of the students in the civil class, and has a great influence on the passive participation of the students in the class. The English teacher affirms that the evaluation language can better promote the active participation of the students in the class. There was a strong positive correlation between the active participation of students in the first class and a moderate positive correlation with the passive participation of the students in the first class. There was no significant difference in the effect of negative evaluation between the two classes. There is a moderate negative correlation between the evaluation language and the passive participation degree of the students in the civil and civil classes. There is a moderate positive correlation between the evaluation language and the passive participation degree of the Chinese and Chinese students. Besides, the evaluation language of the English teachers in the first class plays a learn-based role. The role of content judgment and emotional feedback, As a part of language input, the quality of students' language output and classroom participation is influenced by language communication and interaction in classroom evaluation.
【學(xué)位授予單位】：石河子大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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