本文選題：目的原則 + 課程互動�。� 參考：《上海交通大學》2013年碩士論文

【摘要】：通過運用目的原則分析模型對《走進交響音樂的世界》和《聆聽音樂》兩門課程中的師生互動話語進行對比分析，，本研究試圖為中國大學音樂欣賞課堂中的教師和學生提出一些合理的建議。同時，本研究探討目的原則在課程互動話語分析中的適用性。 根據(jù)目的原則分析模型，目的原則將用于分析師生互動中的目的關系、目的層次及具體目的、話語連貫性、話語手段、話語權勢和目的追求。 從目的關系的角度進行分析，中國的課程和美國的課程都表現(xiàn)為教師和學生的目的相互兼容。而在目的層次方面，美國課程的目的層次比中國課程的要復雜一些。課程中的互動旨在實現(xiàn)每堂課中的目的，進而實現(xiàn)課程的總目的。自上而下的目的組織模式通常出現(xiàn)在由測試問題“啟動”的互動中。而自下而上的目的組織模式可以維持學生的興趣和注意力，從而逐漸引導他們進入隨后的教師講解環(huán)節(jié)。通過分別觀察每個互動環(huán)節(jié)，美國課程呈現(xiàn)出更豐富的互動模式。另一方面，師生互動都反映或服務于每堂課的目的，因此互動話語是連貫的。在話語手段方面，教師使用直接提問和請求行為來“啟動”互動。此外，教師在回答學生提出的問題以及對學生的回答給予反饋后，總能將話語帶回到實現(xiàn)該堂課的目的中來，但是學生只能回答教師提出的問題或是根據(jù)教師的指令提出問題。因此學生只是被動地合作而已。鑒于提問是“啟動”互動的主要策略，所有教師和學生提出的問題都運用對話價值量表進行了測量，以此來反映兩門課程的對話程度。雖然中國課程提問總數(shù)相對較少，但是對話密度卻高于美國的課程。與此同時，話語手段的分析證明了教師和學生在課堂對話中的地位是不平等的。最后，在目的追求方面，教師和學生所采用的話語手段都服務于各自在課堂互動中的目的。 本對比研究的結果表明，目的原則能夠運用于課堂互動話語分析中。同時，本研究結果也為音樂欣賞課中的互動提出了建議。首先，音樂教師可以根據(jù)課程目的精心組織互動環(huán)節(jié)。其次，本研究可以幫助音樂教師更好地了解課堂互動，便于他們能夠選擇合適的話語手段來達到最終的教學目的。第三，通過了解學生的話語手段，音樂教師可以創(chuàng)造更多的互動機會，讓學生表達自我，充分地參與到音樂欣賞課堂中。此外，本研究的結果也可能對其他學科的教師有所啟發(fā)。
[Abstract]:This paper makes a contrastive analysis of the interactive discourse between teachers and students in the course of "into the World of Symphony Music" and "listening to Music" by using the objective principle analysis model. This study attempts to provide some reasonable suggestions for teachers and students in music appreciation classes in Chinese universities. At the same time, this study explores the applicability of the Skopos principle in curriculum interactive discourse analysis. According to the analysis model of Skopos principle, the Skopos principle will be used to analyze the Skopos relation, Skopos level and specific purpose, discourse coherence, discourse means, discourse power and teleological pursuit in teacher-student interaction. From the point of view of goal relationship, the Chinese curriculum and the American curriculum both show that the aims of teachers and students are compatible. In the aspect of goal level, the goal level of American curriculum is more complicated than that of Chinese curriculum. The interaction in the course aims to achieve the purpose of each class, and thus to achieve the overall purpose of the course. A top-down purpose organization pattern usually occurs in an interaction "initiated" by a test problem. The bottom-up goal organization model can maintain students' interest and attention, and gradually lead them into the subsequent teacher explanation. By observing each interactive link separately, the American curriculum presents a richer interactive model. On the other hand, teacher-student interaction reflects or serves the purpose of each class, so the interactive discourse is coherent. In the aspect of discourse, teachers use direct questioning and requesting behavior to initiate interaction. In addition, after answering the students' questions and giving feedback to the students' answers, the teachers can always bring the words back to the realization of the purpose of the class, but the students can only answer the teachers' questions or ask questions according to the teachers' instructions. So the students only cooperate passively. Since questioning is the main strategy of "initiating" interaction, all the questions raised by teachers and students are measured with the dialogue value scale to reflect the degree of dialogue between the two courses. Although the total number of questions in Chinese courses is relatively small, the dialogue density is higher than that in the United States. At the same time, the analysis of discourse means proves that teachers and students have unequal status in classroom dialogue. Finally, in the aspect of goal pursuit, both teachers and students use discourse means to serve their respective ends in classroom interaction. The results of this comparative study show that the Skopos principle can be applied to classroom interactive discourse analysis. At the same time, the results of this study also provide suggestions for the interaction in music appreciation class. First of all, music teachers can carefully organize interactive links according to the objectives of the curriculum. Secondly, this study can help music teachers to understand the classroom interaction better, so that they can choose the appropriate discourse means to achieve the ultimate teaching purpose. Thirdly, music teachers can create more interactive opportunities for students to express themselves and participate fully in music appreciation class. In addition, the results of this study may also be instructive to teachers in other disciplines.
【學位授予單位】：上海交通大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H136;H313;J692.8

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本文編號：1891516