師生互動(dòng)對(duì)英語(yǔ)教學(xué)具有重要意義。良好的互動(dòng)策略能激發(fā)學(xué)生的興趣,使學(xué)生主動(dòng)參與課堂活動(dòng)。只有教師引導(dǎo)學(xué)生積極參加互動(dòng),英語(yǔ)教學(xué)才能取得良好的效果。然而,目前我國(guó)農(nóng)村初中學(xué)校硬件設(shè)施不夠發(fā)達(dá),教學(xué)資源不夠豐富,學(xué)生英語(yǔ)學(xué)習(xí)起步較晚,大部分學(xué)生基礎(chǔ)比較薄弱。因此,英語(yǔ)課堂上主要還是以教師為主角的“一言堂”,而學(xué)生則成為了被動(dòng)接受的配角,師生之間缺乏有效的溝通和互動(dòng),學(xué)生的消極沉默現(xiàn)象尤其嚴(yán)重。這一問(wèn)題嚴(yán)重阻礙了農(nóng)村初中學(xué)生英語(yǔ)學(xué)習(xí)質(zhì)量的提高。為了減少學(xué)生的消極沉默,有必要研究師生互動(dòng)策略對(duì)農(nóng)村初中英語(yǔ)課堂消極沉默的影響,并提出能有效減少消極沉默的互動(dòng)策略。本研究以社會(huì)互動(dòng)理論、斯溫輸出假說(shuō)和知識(shí)權(quán)力理論為基礎(chǔ),研究了農(nóng)村初中英語(yǔ)課堂教師互動(dòng)策略及其對(duì)課堂沉默的影響。本研究所探討的問(wèn)題如下:（1）在互動(dòng)策略中,哪些因素會(huì)導(dǎo)致農(nóng)村初中英語(yǔ)課堂的消極沉默?（2）哪些互動(dòng)策略可以有效減少農(nóng)村初中英語(yǔ)課堂的消極沉默現(xiàn)象?（3）互動(dòng)策略改進(jìn)后,農(nóng)村初中英語(yǔ)課堂的消極沉默現(xiàn)象有何變化?針對(duì)以上問(wèn)題,本研究選取8年級(jí)6個(gè)班的所有學(xué)生和他們的3名英語(yǔ)教師作為研究對(duì)象,通過(guò)問(wèn)卷調(diào)查、訪談和課堂觀察等方式進(jìn)行研... 

【文章來(lái)源】：山東師范大學(xué)山東省

【文章頁(yè)數(shù)】：72 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Objectives
    1.3 Research Significance
    1.4 Layout of the Thesis
Chapter Two Literature Review
    2.1 Previous Studies of Classroom Silence
        2.1.1 Previous Studies of the Definition of Classroom Silence
        2.1.2 Previous Studies of the Classification of Classroom Silence
        2.1.3 Previous Studies of the Causes and Countermeasures of Negative Classroom Silence
    2.2 Previous Studies of Teacher-Student Interactive Strategies
    2.3 Summary
Chapter Three Theoretical Foundation
    3.1 Social Interaction Theory
    3.2 Output Hypothesis Theory
    3.3 Knowledge Power Theory
    3.4 Summary
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Participants
    4.3 Research Methods
        4.3.1 Questionnaire
        4.3.2 Interview
        4.3.3 Class Observation
    4.4 Research Process
Chapter Five Results and Discussion
    5.1 Teacher's Teacher-Student Interactive Strategies and the Situation of Students' Silence atthe First Stage
        5.1.1 Interactive Subjects
        5.1.2 Interactive Environment
        5.1.3 Interactive Forms
        5.1.4 Interactive Breadth
        5.1.5 Interactive Depth
        5.1.6 Situation of Students' Silence
    5.2 Teacher's Teacher-Student Interactive Strategies and the Situation of Students' Silence atthe Second Stage
        5.2.1 Interactive Subjects
        5.2.2 Interactive Environment
        5.2.3 Interactive Forms
        5.2.4 Interactive Breadth
        5.2.5 Interactive Depth
        5.2.6 Situation of Students' Silence
    5.3 Comparison of the Results at the First Stage and the Second Stage
        5.3.1 Comparison of the Interactive Strategies
        5.3.2 Comparison of the Situation of Students' Silence
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations and Suggestions
References
Appendix I Questionnaire on Teacher-student Interaction and Classroom Silence in English Classroom of Rural Junior Middle School
Appendix Ⅱ Outline of Teacher Interview
Appendix Ⅲ Interview Records
Appendix Ⅳ Classroom Observation Table
Appendix Ⅴ Scripts of The Emperor's New Clothes
Appendix Ⅵ Post-Viewing Articles of the film 127 Hours
Acknowledgements



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