發(fā)布時(shí)間：2024-04-08 22:33

　　課堂師生言語互動研宄是一種反思性實(shí)踐研究,教師通過研宄課堂師生言語互動情況既可以了解課堂實(shí)際,發(fā)現(xiàn)課堂問題,從而改進(jìn)教學(xué)實(shí)踐,又能通過研宄豐富教學(xué)理論,促進(jìn)教師自身的專業(yè)發(fā)展。國內(nèi)外關(guān)于課堂互動的理論和實(shí)踐的研究為廣大一線教師進(jìn)行課堂研宄提供了有利的支持。弗蘭德斯互動分析系統(tǒng)的分析技術(shù)和工具的開發(fā),有力地促進(jìn)了一線教師對教學(xué)實(shí)踐的反思。英語優(yōu)質(zhì)課是高效的英語課堂,是中學(xué)課堂教學(xué)改革和教育質(zhì)量評估的重要建設(shè)內(nèi)容。因此,研究高中英語優(yōu)質(zhì)課堂中的師生言語互動是很有意義的。本研究的研究目的是為高中英語教師提供一個(gè)了解英語優(yōu)質(zhì)課師生言語互動現(xiàn)狀和特點(diǎn)的機(jī)會,并且提出一些可以促進(jìn)高中英語課堂師生言語互動高效進(jìn)行的建議。本研究提出了以下兩個(gè)研究問題:(1)高中英語優(yōu)質(zhì)課的課堂師生言語互動的總體情況是什么?(2)在高中英語優(yōu)質(zhì)課課中,師生的言語互動有哪些特點(diǎn)?本研究從全國第十屆高中英語課堂教學(xué)觀摩比賽中選取了13節(jié)教學(xué)課例,對高中英語優(yōu)質(zhì)課師生言語互動狀況進(jìn)行了細(xì)致地研究。按照弗蘭德斯互動分析系統(tǒng)的編碼規(guī)則對課堂師生言語行為進(jìn)行觀察、編碼、統(tǒng)計(jì)、分析視頻案例的師生言語互動行為,對高中英語優(yōu)質(zhì)課師生互動...

【文章頁數(shù)】：58 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgment
Abstract
摘要
1. Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
        1.2.1 Academic Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
2. Literature Review
    2.1 Relevant Concepts
        2.1.1 Verbal Behavior
        2.1.2 Classroom Verbal Interaction
        2.1.3 High-quality Classes
    2.2 Theoretical Basis
        2.2.1 Long's Interactive Hypothesis Theory
        2.2.2 Paulo Freire's Dialogue Teaching Theory
    2.3 Researches on Classroom Verbal Interaction Abroad and at Home
        2.3.1 The Researches on Classroom Verbal Interaction Abroad
        2.3.2 The Researches on Classroom Verbal Interaction at home
        2.3.3 Limitations of Previous Research
3. Research Methods
    3.1 Research Aim
    3.2 Research Questions
    3.3 Research Subjects
    3.4 Research Instrument
    3.5 Research Procedures
        3.5.1 Selecting Samples
        3.5.2 Encoding Samples
        3.5.3 Forming Matrix
        3.5.4 Analyzing Data and Drawing Conclusion
4. Results and Discussion
    4.1 The Current Condition of Teacher-Student Verbal Interaction in Senior High-qualityEnglish Classes
        4.1.1 The Analysis of Teacher Talk
        4.1.2 The Analysis of Student Talk
        4.1.3 The Analysis of Classroom Silence
        4.1.4 Summary
    4.2 The Characteristics of Teacher-Student Verbal Interaction in Senior High-quality EnglishClasses
        4.2.1 Analysis of Classroom Language Structure
        4.2.2 Analysis of Classroom Control
        4.2.3 Analysis of Classroom Atmosphere
5. Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations
    5.4 Suggestions for Future Study
Reference
附件



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