高中英语课堂沉默现象调查研究

发布时间：2018-12-31 19:31

【摘要】：随着新课改的逐步深入,它要求改变以教师为主体的单一教学模式,走向一种合作的教学模式,强调课堂参与和互动的重要性。英语,作为一门语言,其学习过程更需要参与和交流。然而,在高中英语课堂教学中,学生却常常以沉默应对教师的提问。这种沉默行为不仅不利于学生英语水平的提高,更阻碍教学活动的顺利进行。因此找出阻碍学生参与课堂的原因,从而探索出打破沉默的解决策略,营造活跃的课堂气氛,正是本研究的目的所在。本研究通过调查问卷、课堂观察和访谈的形式对新余市第四中学的174名高中学生和8名教师进行了调查。从话轮转换理论的角度,对学生、教师、外部环境和文化四个方面做了分析。造成学生课堂沉默的学生方面的因素包括:缺乏自信、学习动机、自身性格和语言能力等。教师方面的因素主要有:教师的授课方式、提问策略、课堂反馈以及教师的个人魅力等。外部环境因素和文化方面包括:中国传统文化的影响、课堂气氛、师生关系和生生关系以及班级文化等。针对以上结果和分析,本文给出如下建议:第一,学生应端正学习态度,通过调整学习策略,努力提高学生的英语语言水平,促进知识到能力的转化,帮助他们重塑自信。其次,英语教师应注意提升个人魅力和教育观念。只有观念改变了,才能从根本上改善授课方式和提问方式,灵活组织活动,给予学生正面鼓励,激发学生的参与热情。最后,既要克服大环境中传统文化对学生的消极影响,营造校园英语文化氛围,也要营造活跃的课堂小环境,以带动学生的情绪。既要注重维护良好的师生和生生关系,也要有意识地进一步改革现今的英语评价体系。总的来说,本文对提高学生参与课堂互动的积极性,活跃课堂气氛,提高英语教学效率具有一定的参考价值。
[Abstract]:With the deepening of the new curriculum reform, it needs to change the single teacher-centered teaching model and move towards a cooperative teaching model, emphasizing the importance of classroom participation and interaction. English, as a language, its learning process needs more participation and communication. However, in high school English classroom teaching, students often answer teachers' questions with silence. This silence is not only unfavorable to the improvement of students' English proficiency, but also hinders the smooth progress of teaching activities. Therefore, the purpose of this study is to find out the reasons that prevent students from participating in the classroom, and to explore the solutions to break the silence and create an active classroom atmosphere. This study investigated 174 senior high school students and 8 teachers in Xinyu No. 4 Middle School by questionnaire, classroom observation and interview. From the perspective of turn-shifting theory, this paper analyzes four aspects: students, teachers, external environment and culture. Factors causing students' silence in class include lack of self-confidence, motivation, personality and language ability. The main factors of teachers are: teachers' teaching methods, questioning strategies, classroom feedback and teachers' personal charm. External environmental factors and cultural aspects include: the impact of Chinese traditional culture, classroom atmosphere, teacher-student and student-student relations, and class culture. According to the above results and analysis, this paper gives the following suggestions: first, students should correct their learning attitude, adjust their learning strategies, improve their English language proficiency, promote the transformation from knowledge to ability, and help them rebuild their self-confidence. Secondly, English teachers should pay attention to promoting personal charm and educational concept. Only when the concept is changed, can we fundamentally improve the teaching method and the way of asking questions, organize activities flexibly, give students positive encouragement, and stimulate students' enthusiasm for participation. Finally, we should not only overcome the negative influence of traditional culture on students, but also create an active classroom environment in order to stimulate students' emotion. Attention should be paid to the maintenance of good teacher-student and student-student relations, as well as the conscious reform of the present English evaluation system. In general, this paper has some reference value for improving students' enthusiasm for participating in classroom interaction, activating classroom atmosphere and improving English teaching efficiency.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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