本文選題：教師話語(yǔ) + 評(píng)價(jià)理論�。� 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：教師話語(yǔ)是指教師在課堂上用來(lái)傳遞知識(shí),組織課堂活動(dòng),與學(xué)生進(jìn)行互動(dòng)的話語(yǔ)。教師話語(yǔ)在課堂活動(dòng)中一直起著至關(guān)重要作用,國(guó)內(nèi)外學(xué)者對(duì)其進(jìn)行了各個(gè)方面深入的研究�？茖W(xué)技術(shù)的發(fā)展把許多優(yōu)質(zhì)的課堂從教室發(fā)展到了網(wǎng)絡(luò)上。大學(xué)網(wǎng)絡(luò)公開(kāi)課作為一種新的教育方式,一直是國(guó)內(nèi)外學(xué)者研究的熱點(diǎn),也是未來(lái)教育發(fā)展的趨勢(shì)。中國(guó)的網(wǎng)絡(luò)公開(kāi)課差不多與美國(guó)的公開(kāi)課同時(shí)起步,雖然也得到了一定的發(fā)展,但與美國(guó)大學(xué)網(wǎng)絡(luò)公開(kāi)課相比,卻面臨著收視率低,資源得不到充分地利用等問(wèn)題。評(píng)價(jià)理論自上世紀(jì)90年代被J.R.Martin和Peter White等學(xué)者提出之后受到了許多國(guó)內(nèi)外學(xué)者的關(guān)注。評(píng)價(jià)理論由態(tài)度、介入、級(jí)差三個(gè)子系統(tǒng)構(gòu)成。其中態(tài)度資源是評(píng)價(jià)系統(tǒng)的核心,而態(tài)度又可分為情感、評(píng)判、鑒賞三個(gè)次范疇。本文采用定量與定性研究相結(jié)合的方法,分別選取來(lái)自哈佛大學(xué)的四集網(wǎng)易公開(kāi)課(每集包含一個(gè)主題)和來(lái)自清華大學(xué)的八集網(wǎng)易公開(kāi)課(每?jī)杉粋�(gè)主題),兩類(lèi)課程的主題都是關(guān)于積極心理學(xué),以態(tài)度資源的子系統(tǒng)為理論基礎(chǔ)來(lái)對(duì)比分析其在中美網(wǎng)絡(luò)公開(kāi)課教師話語(yǔ)中的分布規(guī)律,通過(guò)具體地對(duì)比分析得出造成資源分布差異的原因,進(jìn)而為從事中國(guó)網(wǎng)絡(luò)公開(kāi)課的教師提供相應(yīng)的借鑒意義。通過(guò)對(duì)比研究得出以下結(jié)論:中國(guó)的網(wǎng)絡(luò)公開(kāi)課教師話語(yǔ)中,情感資源最多,美國(guó)的網(wǎng)絡(luò)公開(kāi)課教師話語(yǔ)中,鑒賞資源所占比重最大。而在情感資源中,是否幸福在中美公開(kāi)課教師話語(yǔ)中所占比例都是最大的。在評(píng)判資源中,中國(guó)的網(wǎng)絡(luò)公開(kāi)課教師話語(yǔ)更多地采用了能力(capacity)與規(guī)范(propriety),美國(guó)的網(wǎng)絡(luò)公開(kāi)課教師話語(yǔ)中能力(capacity)與真實(shí)(veracity)所占比重更大。對(duì)于鑒賞資源,反應(yīng)(reaction)在中美公開(kāi)課教師話語(yǔ)中所占比重都是最大的,在中國(guó)網(wǎng)絡(luò)公開(kāi)課教師話語(yǔ)中,價(jià)值(valuation)次之,而在美國(guó)網(wǎng)絡(luò)公開(kāi)課教師話語(yǔ)中,構(gòu)成(composition)次之。導(dǎo)致此現(xiàn)象的一個(gè)主要原因是中美之間的文化背景和語(yǔ)言背景存在很大的差異。一方面,本研究證明了評(píng)價(jià)理論可以用來(lái)分析這種新興發(fā)展起來(lái)的網(wǎng)絡(luò)公開(kāi)課語(yǔ)篇,另一方面作者發(fā)現(xiàn)在不同的課堂根據(jù)不同的主題去選取合適的態(tài)度資源可以增加課堂的趣味性,并有利于建立課堂上和諧的人際關(guān)系。
[Abstract]:Teacher talk refers to the words used by teachers to transfer knowledge, organize classroom activities and interact with students in class.Teacher talk has always played an important role in classroom activities, and scholars at home and abroad have carried out in-depth research on it.The development of science and technology has developed many high-quality classrooms from the classroom to the network.As a new way of education, the open course of university network has always been the hot spot of scholars at home and abroad, and it is also the trend of the development of education in the future.The online open course in China starts at the same time as the open course in the United States. Although it has been developed to a certain extent, it is faced with the problems of low ratings and insufficient utilization of resources compared with the online open course in American universities.Evaluation theory has been concerned by many scholars at home and abroad since it was put forward by J.R.Martin and Peter White in 1990s.The evaluation theory consists of three subsystems: attitude, intervention and differential.Attitude resource is the core of evaluation system, and attitude can be divided into three subcategories: emotion, judgment and appreciation.This paper adopts the method of combining quantitative and qualitative research.Select four episodes of NetEase Open course from Harvard University (each episode contains a theme) and eight episodes of NetEase Open course from Tsinghua University (each episode contains a theme). The themes of both courses are positive psychology.Based on the theory of attitude resource subsystem, this paper makes a comparative analysis of the distribution law of attitude resources in the teacher discourse of Chinese and American network open courses, and finds out the reasons for the difference of resource distribution through specific comparative analysis.And then for the teachers engaged in China's online open classes to provide the corresponding reference significance.Through the comparative study, the following conclusions are drawn: in China, the emotional resources are the most in the online open class teacher talk, and in the United States, the appreciation resources account for the largest proportion.In emotional resources, happiness accounts for the largest proportion of teacher talk in Chinese and American open classes.In the judging resources, China's online open class teacher discourse is more often used in capacity and regulation of propriety.The proportion of America's online open class teacher discourse is larger than that of real teacher talk.For appreciation resources, reaction is the largest proportion in Chinese and American open class teacher talk, value evaluation is the second in Chinese online open class teacher talk, and in American online open class teacher talk, it constitutes composition. second.One of the main reasons for this phenomenon is that there are great differences between Chinese and American cultural and linguistic backgrounds.On the one hand, this study proves that evaluation theory can be used to analyze this newly developed online open class discourse.On the other hand, the author finds that choosing appropriate attitude resources according to different topics in different classrooms can increase the interest of the classroom and help to establish harmonious interpersonal relationships in the classroom.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H136;H313

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