教師話(huà)語(yǔ)是課堂教學(xué)的重要組成部分,是開(kāi)展語(yǔ)言教學(xué)的重要“橋梁”,不僅為學(xué)生提供了大量語(yǔ)言輸入與輸出的機(jī)會(huì),更是促進(jìn)學(xué)生獲取知識(shí)、有效學(xué)習(xí)的有力工具,還是決定課堂文化、學(xué)習(xí)氛圍的重要因素。而教師課堂反饋語(yǔ),作為一種重要的教師話(huà)語(yǔ),在很大程度上影響甚至決定了英語(yǔ)教學(xué)的有效性。學(xué)生的積極性、參與度,以及課堂氛圍等多方面都與教師反饋語(yǔ)密切相關(guān)。因此,作為英語(yǔ)教師,應(yīng)當(dāng)使用恰當(dāng)?shù)恼n堂反饋語(yǔ),以保證課堂教學(xué)的有效性,實(shí)現(xiàn)學(xué)生的有效學(xué)習(xí)。目前,國(guó)內(nèi)外已有大量關(guān)于教師反饋語(yǔ)的研究。但是,很少有研究從對(duì)話(huà)教學(xué)這一角度來(lái)探討分析教師課堂反饋語(yǔ),且以高中英語(yǔ)教師為研究對(duì)象的研究也相對(duì)較少。故本文將基于前人的研究,在研究視角上加以創(chuàng)新,從對(duì)話(huà)教學(xué)的視角出發(fā),探究高中英語(yǔ)教師課堂反饋語(yǔ)的使用情況,即探討教師課堂反饋語(yǔ)的使用是否能促進(jìn)師生間的課堂對(duì)話(huà)。進(jìn)而提出解決現(xiàn)階段我國(guó)英語(yǔ)課堂反饋所面臨問(wèn)題的方法,提升教師反饋語(yǔ)質(zhì)量。本文以武漢某高中高二年級(jí)的三名英語(yǔ)老師作為研究對(duì)象,擬解決以下兩個(gè)問(wèn)題:（1）當(dāng)前高中英語(yǔ)課堂中,教師使用的反饋語(yǔ)主要有哪幾種形式?使用頻率分別如何?（2）在這幾種教師反饋語(yǔ)中,有哪些促進(jìn)了課堂... 

【文章來(lái)源】：華中師范大學(xué)湖北省 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：71 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
1. Introduction
    1.1 Research background
    1.2 Research significance
    1.3 Research purposes and research questions
    1.4 Structure of the thesis
2. Literature Review
    2.1 Research on teacher feedback
        2.1.1 Definition of teacher feedback
        2.1.2 Classification of teacher feedback
        2.1.3 Functions of teacher feedback
    2.2 Research on dialogic teaching
        2.2.1 Definition of dialogic teaching
        2.2.2 Related studies on dialogic teaching
            2.2.2.1 Classification of dialogic teaching
            2.2.2.2 The features and evaluation standards of dialogic teaching
            2.2.2.3 The teacher-student relationship in dialogic teaching
            2.2.2.4 The application of dialogic teaching in specific subjects
    2.3 Teacher feedback and dialogic teaching
    2.4 Summary of previous research
3. Theoretic Basis: Dialogic Teaching Theory
    3.1 The concept of "dialogue" in teaching
    3.2 Comparison between traditional teaching and dialogic teaching
    3.3 The requirements for teacher feedback in dialogic teaching
4. Research Design
    4.1 Research questions
    4.2 Research participants
    4.3 Research instruments
        4.3.1 Classroom observation and recording
        4.3.2 Interview
    4.4 Data collection and analysis
        4.4.1 Conducting the classroom observation
        4.4.2 Conducting the interview
5. Results and Discussions
    5.1 Types and frequency of teacher feedback
        5.1.1 Types of teacher feedback
            5.1.1.1 The positive teacher feedback
            5.1.1.2 The negative teacher feedback
            5.1.1.3 The discoursal teacher feedback
        5.1.2 Frequency of different types of teacher feedback
    5.2 The impact of teacher feedback on the classroom dialogue
        5.2.1 The classroom dialogue is impeded by the teacher feedback
            5.2.1.1 The classroom dialogue is impeded by the positive teacher feedback
            5.2.1.2 The classroom dialogue is impeded by the explicit negative teacherfeedback
            5.2.1.3 The classroom dialogue is impeded by the discoursal teacher feedback
        5.2.2 The "Pseudo" classroom dialogue is facilitated by the teacher feedback
            5.2.2.1 The "pseudo" classroom dialogue is facilitated by the positive teacherfeedback
            5.2.2.2 The "pseudo" classroom dialogue is facilitated by the implicit negativeteacher feedback
        5.2.3 The "true" classroom dialogue is facilitated by the discoursal teacherfeedback
6. Conclusion
    6.1 Summary of findings
    6.2 Implications of the study
    6.3 Limitations of the study
    6.4 Suggestions for further study
Bibliography
Appendix 1: Classroom Observation Form
Appendix 2: Interview Questions


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