【摘要】：課堂互動(dòng)是一個(gè)動(dòng)態(tài)合作的過程,它可以是師生或者生生之間的交流。同時(shí),影響課堂互動(dòng)質(zhì)量的因素有很多,比如交流模式、教師的提問方式、教師反饋語等等。在本文中,作者主要對師生課堂互動(dòng)中的教師反饋語進(jìn)行研究。國內(nèi)外的許多學(xué)者和專家對此進(jìn)行了較為全面的研究,但是在大學(xué)外語教學(xué)中展開的比較多,很少關(guān)注到初中英語課堂教學(xué)。在英語教學(xué)改革的大背景下,初中英語課堂互動(dòng)和教師反饋語也得到了更多的關(guān)注。本文研究問題包括實(shí)際初中英語課堂中教師反饋語的主要類型和各自所占的比重,教師和學(xué)生對不同類型教師反饋語的態(tài)度和偏好,以及教師反饋語通過對學(xué)生產(chǎn)生的哪些影響可以提高課堂互動(dòng)質(zhì)量。作者將自然觀察法、問卷調(diào)查法和教師訪談相結(jié)合,以可理解性輸入假設(shè)、情感過濾假設(shè)、可理解性輸出假設(shè)、互動(dòng)理論以及支架理論作為理論基礎(chǔ),在杭州市的一所初中展開了此次研究。首先,作者挑選了在八年級任教的四位老師以及他們所教授的四個(gè)班級,對課堂教學(xué)進(jìn)行了三個(gè)月的仔細(xì)觀察,對其中四節(jié)課進(jìn)行課堂錄音并且轉(zhuǎn)化成文字記錄下來。第二步是邀請這四個(gè)班級的120名學(xué)生參與了此次問卷調(diào)查。最后,作者對四位老師進(jìn)行了相關(guān)的訪談。然后作者進(jìn)行了數(shù)據(jù)的收集和分析,試著發(fā)現(xiàn)問題并提出有效的建議來促進(jìn)課堂互動(dòng)。通過研究主要得出以下結(jié)論:1.教師反饋語在整節(jié)課中所占的比重為47.78%。雖然教師反饋語占了很大的比重,但是這些反饋語并不全是有效的。從教學(xué)觀察中可以得出,在初中英語課堂中積極反饋語和中性反饋語是最常見的。同時(shí)在中性反饋語中,最常見的是糾正性反饋和評論性反饋。2.學(xué)生和教師對于教師反饋語的態(tài)度和偏好并不是完全一致的。當(dāng)學(xué)生給出正確答案的時(shí)候,教師通常給予表揚(yáng)然后作出一些評價(jià)性的話語;但是當(dāng)學(xué)生的答案不正確的時(shí)候,教師為了節(jié)省時(shí)間會直接告訴他們正確答案,然而通過對學(xué)生的問卷可以得知,學(xué)生更希望能被給予更多的時(shí)間和機(jī)會來糾正自己的錯(cuò)誤。3.積極反饋語和中性反饋語可以通過以下幾個(gè)方面對學(xué)生進(jìn)行干預(yù):調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性,增強(qiáng)學(xué)生的自信心,以及提升話輪質(zhì)量。同時(shí),消極反饋語與學(xué)生回答的有效性也有著緊密聯(lián)系。教師反饋語可以通過以上幾個(gè)方面來促進(jìn)課堂互動(dòng)。最后作者提出了一些建議:第一,教師應(yīng)該把握好課堂時(shí)間的分配,給學(xué)生足夠的時(shí)間和機(jī)會來表達(dá),這有助于增加學(xué)生的自信心,長此以往,也有助于課堂互動(dòng)質(zhì)量的提升,創(chuàng)造更高效的課堂。第二,教師可以給學(xué)生更多的引導(dǎo)和幫助,對于不同的情況采取不同的反饋策略。第三,教師可以經(jīng)常對課堂互動(dòng)質(zhì)量進(jìn)行反思。最后,作者在結(jié)論部分也指出由于時(shí)間的限制等原因,本研究仍有一些不足之處,希望后續(xù)能得到改進(jìn)。
[Abstract]:Classroom interaction is a dynamic cooperative process, which can be the communication between teachers and students. At the same time, there are many factors affecting the quality of classroom interaction, such as communication mode, teachers'questioning methods, teacher feedback and so on. Many scholars and experts have carried out a comprehensive study on this topic, but there are many researches in college foreign language teaching, and little attention has been paid to junior high school English classroom teaching. The main types and proportion of teacher feedback, the attitudes and preferences of teachers and students towards different types of teacher feedback, and the effects of teacher feedback on students can improve the quality of classroom interaction. This study was conducted in a junior high school in Hangzhou based on the affective filtering hypothesis, intelligible output hypothesis, interaction theory and scaffolding theory. First, the author selected four teachers who teach in the eighth grade and four classes they teach, and observed the classroom teaching carefully for three months, including four classes. The second step is to invite 120 students from the four classes to participate in the questionnaire. Finally, the author interviewed four teachers. Then the author collected and analyzed the data, tried to find out the problems and put forward effective suggestions to promote classroom interaction. The main conclusions are as follows: 1. Teachers'feedback accounts for 47.78% of the whole class. Although teachers' feedback accounts for a large proportion, these feedback is not all effective. From the teaching observation, positive feedback and neutral feedback are the most common in junior middle school English class. The most common types of feedback are corrective feedback and critical feedback. 2. The attitudes and preferences of students and teachers towards teacher feedback are not entirely consistent. When students give correct answers, teachers usually give praise and make some comments; but when students'answers are incorrect, teachers try to save time. Save time to tell them the correct answer directly, but through the students'questionnaires, students hope to be given more time and opportunities to correct their mistakes. 3. Positive feedback and neutral feedback can be used to intervene in the following aspects: mobilize students' enthusiasm for learning, enhance students'self-esteem. At the same time, negative feedback is closely related to the validity of students'answers. Teacher feedback can promote classroom interaction through the above aspects. Finally, the author puts forward some suggestions: First, teachers should grasp the allocation of classroom time and give students enough time and opportunities to express themselves. In the long run, it also helps to improve the quality of classroom interaction and create a more efficient classroom. Second, teachers can give students more guidance and help and adopt different feedback strategies for different situations. Third, teachers can often reflect on the quality of classroom interaction. Some also pointed out that due to time constraints and other reasons, there are still some shortcomings in this study, and hope to be improved in the future.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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本文編號：2227429