对外汉语课堂观察表的设计与实证研究

发布时间：2018-05-25 19:04

本文选题：课堂观察表 + COLT　；参考：《北京语言大学》2009年硕士论文

【摘要】： 本文的研究目的是设计一个对外汉语课堂观察表,用来观察研究对外汉语课堂,尤其是用来观察教师,希望这个观察表能够在培训新手教师方面起到一定的作用。首先本文对要设计的对外汉语课堂观察表所依据的观察工具进行了简单介绍和评价。对外汉语课堂观察表主要是基于国外第二语言教学观察量表,主要有COLT,即Communicative Orientation of Language Teaching,主要考察语言教学的交际性;IRF话语分析模式以及T-unit平均句长分析法。我们借鉴了这些课堂观察工具的一些观察项,并根据对外汉语课堂的特点和国内的研究,设计了对外汉语课堂观察表。其次,我们对设计的对外汉语课堂观察表的每个观察项都进行了细致的描述,对观察的时候如何进行操作也进行了详细地说明。我们的观察表包括三个表,表一是对所观察课堂基本情况的记录;表二是在课堂上直接使用的观察表,可以记录教师上课的环节安排,各个部分以怎样的活动形式进行,涉及到哪些内容,以及所使用教辅材料的一些内容。表三是对课堂录像转写以后的语料进行分析,主要是分析教师语言和师生互动,设计有教师语言的选择、难度,教师提问相关内容,师生话轮替换和引发语,学生语言形式等内容。表二是对课堂一个整体大概的了解和分析,表三则是对整个课堂具体的分析。第三,为了检验我们设计的观察表是否易学、易于推广,以及是否能够观察和分析出不同教师的区别,我们设计了两个实验。实验结果表明:我们设计的对外汉语课堂观察表内容和具体操作方法比较容易掌握,并且很多观察项能够区别优秀教师和新手教师的不同,这些观察项有:表二的活动形式、语言内容、教辅材料类型和教辅材料来源,表三的提问类型、教师反馈、话轮、回合和话步、学生引发语和学生语言形式等。根据实验结果我们进一步完善了对外汉语课堂观察表。
[Abstract]:The purpose of this paper is to design an observation table for Chinese as a foreign language class, which is used to observe and study Chinese as a foreign language class, especially for teachers. It is hoped that this observation table can play a certain role in the training of novice teachers. First of all, the paper introduces and evaluates the observation tools used in the TCFL classroom observation table. The observation list of TCFL is mainly based on the Foreign second language Teaching observation scale (CLT), that is, Communicative Orientation of Language Teaching, mainly examines the communicative language teaching model and the T-unit average sentence length analysis method. We draw lessons from some observation items of these classroom observation tools, and design the observation table of TCFL according to the characteristics of TCFL and the domestic research. Secondly, each observation item of the designed observation table is described in detail, and how to operate it is explained in detail. Our observation list consists of three tables. Table 1 is a record of the basic situation observed in the classroom. Table 2 is an observation table that is used directly in the classroom. It can record the arrangement of the teacher's teaching links and the form of activities in which each part of the class is conducted. What is involved and some of the teaching aids used. Table 3 is an analysis of the language materials after the video recording, which mainly analyzes the teacher's language and teacher-student interaction, the design of the teacher's language choice, difficulty, teachers' questioning related content, teachers' rotation replacement and trigger language. Students' language forms and so on. Table 2 is an overall understanding and analysis of the classroom, Table 3 is the specific analysis of the whole classroom. Thirdly, in order to test whether the observation table we designed is easy to learn, easy to popularize, and whether we can observe and analyze the differences between different teachers, we have designed two experiments. The experimental results show that: the contents and specific operation methods of the observation table designed for TCFL are easy to grasp, and many observation items can distinguish the difference between excellent teachers and novice teachers. These observation items are: the activity form of Table 2, Language content, teaching material types and sources, question types in Table 3, teacher feedback, turn, turn and step, student initiation language and student language form, etc. According to the experimental results, we further improve the observation table of Chinese as a foreign language.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H319

【引证文献】