本文選題：教師話語 + 專家型教師　； 參考：《沈陽師范大學》2017年碩士論文

【摘要】：教師主要是通過語言表達實現(xiàn)其教育教學目的,尤其是新課標提出師生之間發(fā)展為平等的對話關系之后,教師如何運用語言變得更為重要。本文主要是探討高中階段專家型教師和新手教師教師話語的相同點和不同點以及對學生英語學習的不同影響。本文主要采用自然調查法探究,通過課堂錄音與轉寫、觀察、訪談和調查問卷等方法,對專家型教師和新手教師的教師話語進行大量的語料收集。同時通過當堂檢測以及課后的調查問卷得出結論,由此總結出影響學生學習效果的教師話語的特點。本文從教師的話語量、話語質量、教師提問、教師反饋和交互調整方式等幾方面對兩類教師課堂話語進行分析。在調查過程中,筆者選取了昌樂二中的六名教師,包括三位專家型教師和三位新手教師,由此來探討兩種類型的教師話語使用狀況的異同,研究發(fā)現(xiàn),專家型教師的課堂話語量明顯少于新手教師;在話語質量上,專家型的教師話語在母語的使用上多于新手教師,但是新手教師過分注重話語的流利性而忽視了與學生的交流;在問題類型上專家型教師更善于運用參考性問題來激發(fā)學生學習興趣;在交互調整和意義協(xié)商上,專家型教師更擅長運用教學機智來與學生進行交流;在反饋環(huán)節(jié),專家型和新手教師都能運用積極反饋,但是專家型的反饋更加細致和具體。在對學生學習產生影響方面,可理解性語言的輸入,教師話語的指導性,澄清請求的提問方式和積極具體的反饋都會對學生的學習產生積極的影響。通過專家型和新手教師話語相同點和不同點的對比,一方面力圖揭示英語課堂的教學現(xiàn)狀;另一方面也對如何有效地使用教師話語進行了探討,使之有利于學生的語言學習。
[Abstract]:It is mainly through language expression that teachers achieve their educational aims, especially after the new curriculum standard puts forward the equal dialogue relationship between teachers and students, it becomes more important for teachers to use language. This paper mainly discusses the similarities and differences between expert teacher and novice teacher talk in senior high school and their influence on students' English learning. This paper mainly adopts the method of natural investigation, through classroom recording and writing, observation, interview and questionnaire, to collect a large number of language materials on the teacher talk of expert teachers and novice teachers. At the same time, the author draws a conclusion by testing in class and questionnaire after class, and concludes the characteristics of teacher talk which affect the students' learning effect. This paper analyzes the two types of teacher discourse from the aspects of teacher discourse quantity, discourse quality, teacher questioning, teacher feedback and interactive adjustment. In the course of investigation, the author selects six teachers in Changle No. 2 Middle School, including three expert teachers and three novice teachers, to explore the similarities and differences between the two types of teacher discourse use. The quantity of classroom discourse of expert teachers is obviously less than that of novice teachers; in the quality of discourse, the use of mother tongue of expert teachers is more than that of novice teachers, but novice teachers pay too much attention to the fluency of discourse and neglect the communication with students. On the question type, expert teachers are more good at using reference questions to stimulate students' interest in learning; in interactive adjustment and meaning negotiation, expert teachers are better at using teaching wit to communicate with students; in feedback link, Both expert and novice teachers can use positive feedback, but expert feedback is more detailed and specific. In terms of the influence on students' learning, the input of comprehensible language, the guidance of teacher's discourse, the way of asking questions for clarification and the positive and concrete feedback will have a positive effect on the students' learning. Through the comparison of the similarities and differences between expert and novice teachers' discourse, this paper tries to reveal the present situation of English teaching on the one hand, and on the other hand, probes into how to use teacher's discourse effectively in order to make it beneficial to students' language learning.
【學位授予單位】：沈陽師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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本文編號：2009420