課堂言語(yǔ)互動(dòng)是一種動(dòng)態(tài)的過(guò)程,它是指在課堂上發(fā)生的包括教師和學(xué)生以及學(xué)生和學(xué)生之間通過(guò)有聲或者無(wú)聲的言語(yǔ)信息,相互作用和影響,表達(dá)教師和學(xué)生的觀點(diǎn)和情感的一系列交互事件。近年來(lái),國(guó)內(nèi)外關(guān)于教師課堂互動(dòng)的研究越來(lái)越多,也獲得了豐碩的研究成果,但是,針對(duì)高中英語(yǔ)優(yōu)秀教師的課堂言語(yǔ)互動(dòng)的研究較少,本研究擬通過(guò)課堂觀察的形式對(duì)優(yōu)秀教師的課堂教學(xué)進(jìn)行研究,以樹(shù)立一種優(yōu)秀的模板供大家參考并提高教師的教學(xué)能力。本研究的目的在于調(diào)查黔南民族地區(qū)高中優(yōu)秀英語(yǔ)教師的課堂言語(yǔ)互動(dòng)情況。同時(shí)尋找優(yōu)秀英語(yǔ)教師課堂言語(yǔ)互動(dòng)的普遍規(guī)律,以供大家參考學(xué)習(xí)。本次調(diào)查研究以黔南州14所高中優(yōu)秀教師的40個(gè)優(yōu)質(zhì)課比賽視頻為研究對(duì)象,本研究以弗蘭德斯互動(dòng)分析系統(tǒng)為研究工具,以收集課堂觀察視頻為數(shù)據(jù)收集方法,為了進(jìn)一步對(duì)優(yōu)秀教師進(jìn)行課堂言語(yǔ)互動(dòng)的調(diào)查,本研究還采用了半結(jié)構(gòu)化訪談的形式獲取定性數(shù)據(jù)。最后,以弗蘭德斯互動(dòng)分析系統(tǒng)作為數(shù)據(jù)分析方法。本次調(diào)查研究為了回答以下研究問(wèn)題:1)優(yōu)秀教師課堂教學(xué)中教師言語(yǔ),學(xué)生言語(yǔ),沉默或困惑的比例各占多少?2)優(yōu)秀教師對(duì)學(xué)生間接影響與直接影響的比例是多少?3)優(yōu)秀教師的積極強(qiáng)化與負(fù)強(qiáng)化的比例... 

【文章來(lái)源】：黔南民族師范學(xué)院貴州省

【文章頁(yè)數(shù)】：92 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
CHAPTER ONE INTRODUCTION
    1.1 Background of the Study
    1.2 Objectives of the Study
    1.3 Significance of the Study
    1.4 Operational Key Terms Used in the Present Study
        1.4.1 Interactions
        1.4.2 Classroom Interactions
        1.4.3 Verbal Interactions
        1.4.4 Teacher-Student Verbal Interactions
        1.4.5 Flanders Interaction Analysis System
        1.4.6 Excellent Teachers in Senior High Schools
        1.4.7 Verbal Behavior in the Classroom
        1.4.8 Outline of the Thesis
    1.5 Summary
CHARPTER TWO LITERATURE REVIEW
    2.1 Definitions of Excellent English Teachers
    2.2 Characteristics of Excellent Teachers
    2.3 Definitons of Classroom Interactions
    2.4 Classroom Verbal Interactions
        2.4.1 Definitions of Classroom Verbal Interactions
        2.4.2 Classifications of Classroom Verbal Interactions
    2.5 Definitions of Verbal Behaviors
    2.6 Theories in Classroom Verbal Interactions
        2.6.1 Long’s Interaction Hypothesis Theory
        2.6.2 Swain’s Output Hypothesis Theory
        2.6.3 The Constructivist Theory
    2.7 Studies of Classroom Verbal Language
        2.7.1 Classroom Verbal Language Researches Abroad
            2.7.1.1 Theoretic Studies of Classroom Verbal Language
            2.7.1.2 Empirical Studies of Classroom Verbal Language
        2.7.2 Classroom Verba Language Researches in China
    2.8 Studies Based on Flanders Interactive Analysis System
        2.8.1 Studies Based on Flanders Interactive Analysis System Abroad
        2.8.2 Studies Based on Flanders Interactive Analysis System in China
    2.9 Research Gaps
CHARPTER THREE REARCH METHEDOLOGY
    3.1 Research Questions
    3.2 Research Methodology
        3.2.1 Subjects
        3.2.2 Data Collection Method
        3.2.3 Data Analysis Method
    3.3 Flanders Interaction Analysis Matrix
        3.3.1 Flanders Interactive Analysis System（FIAS）
        3.3.2 Flanders Interaction Analysis Category System（FIACS）
        3.3.3 Procedures of Flanders Interaction Analysis System
        3.3.4 Questioning Models in Flanders System
        3.3.5 Interpretations of the Meaning of the Questioning Patterns
        3.3.6 Semi-structured Interview
        3.3.7 Data Collecting Procedure
CHARPTER FOUR FINGINGS
    4.1 Proportion of Teacher Talk,Pupil Talk and Silence or Confusion
    4.2 Proportion of Direct Influence and Indirect Influence
    4.3 Proportion of Positive Reinforcement and Negative Reinforcement
    4.4 Classroom Questioning Models
    4.5 Summary
CHAPTER FIVE DISCUSSION
    5.1 Proportion of Teacher Talk,Pupil Talk and Silence or Confusion
    5.2 Proportion of Direct Influence and Indirect Influence
    5.3 Proportion of Positive Reinforcement and Negative Reinforcement
    5.4 Classroom Questioning Models
    5.5 Summary
CHAPTER SIX CONCLUSIONS,IMPLICATIONS AND RECOMMENDATIONS
    6.1 Conclusion
        6.1.1 Summary of Question One
        6.1.2 Summary of Question Two
        6.1.3 Summary of Question Three
        6.1.4 Summary of Question Four
    6.2 Strategies for Improving Teachers’Classroom Verbal Interactions
        6.2.1 Inspire and Guide Students’ Positive Thinking Through Indirect Verbal Behaviors
        6.2.2 Focus on Relaxed,Democratic and Open Classroom Atmosphere
        6.2.3 Return the Classes to Students
        6.2.4 Change Questioning Model
        6.2.5 Guide Students’ Active Classroom Verbal Participation
        6.2.6 Increase the Effectiveness of Classroom Interactions
        6.2.7 Increase the Depth of Interactions
        6.2.8 Fully Respect the Students’ Verbal Rights
    6.3 Limitations of This Study
    6.4 Recommendations For Further Researches
REFERENCES
APPENDIX 1
APPENDIX 2
APPENDIX 3
APPENDIX 4
APPENDIX 5
APPENDIX 6
APPENDIX 7
ACKNOWLEDGEMENTS



本文編號(hào)：2946697