小学英语教师课堂话语存在的问题及其优化

发布时间：2018-03-04 03:00

本文选题：小学英语教师　切入点：课堂话语　出处：《湖南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：我国第一外语学习主要是英语,在小学英语教学过程中,教师课堂话语是小学生学习英语的主要语言输入源。小学是英语学习的基础阶段,小学生具有好奇心强,模仿性强的特点,因此,教师课堂话语的质和量都对小学生的外语学习产生重要影响。但长期以来,小学英语教师对于其在课堂上使用的教师话语并不重视。因为教师的不重视使得不当的教师课堂话语影响到学生的语言学习。本研究首先在第一部分阐述了所研究问题的由来,并在文献综述部分对相关的研究进行了概述,并且明确了该研究的发展方向以及不足,阐明了该研究的理论意义和实践意义,试图通过文献资料法阐明小学英语教师话语对小学生英语学习的重要性。第二部分,通过文献资料法找出理论基础给予本研究理论支撑的同时,结合实习期间对小学英语课堂的观察对小学英语教师话语的概念进行了阐述和分类,对分类加以分析得出小学英语教师课堂话语的应然特征。第三部分,本研究试图用课堂观察的方法对所接触的小学英语课堂教师课堂话语进行分析研究,从宏观上对课堂教师话语分布情况与长度以及学生课堂话语数量进行了统计,并比对小学英语教师课堂话语的应然特征,分别对各种种类的教师课堂话语进行了分析,提出了小学英语教师课堂话语所存在的主要问题:课堂导入语缺乏趣味性;新知识讲授用语缺乏示范性;师生课堂交流语缺乏启发性;教师反馈语过于缺乏互动性;课堂管理用语缺乏简明性。针对这些问题,第四部分分析了引发问题的原因:小学英语教师重知识教学本身轻教学细节;小学英语教师自身对于教师课堂话语的合理运用意识薄弱;小学英语教师缺乏对教师课堂话语运用的反思;没有专门针对小学英语教师课堂话语的培训。因此,需要提高小学英语教师课堂话语的有效使用,笔者给出了如下建议:教师加强对课堂话语合理运用的认识;教师加强对教学细节的关注;教师加强对课堂话语的反思与研究;有针对性地对教师话语运用进行培训。希望能够给一线小学英语教师提供一定的参考。
[Abstract]:The first foreign language learning in our country is mainly English. In the process of English teaching in primary school, teacher's classroom discourse is the main language input source for pupils to learn English. Primary school is the basic stage of English learning, and pupils have strong curiosity. Therefore, both the quality and quantity of teacher's classroom discourse have an important impact on pupils' foreign language learning. But for a long time, Primary English teachers do not attach importance to the teacher talk they use in the classroom, because the improper teacher talk affects the students' language learning. In the first part of the study, we explain the origin of the problems studied. In the part of literature review, the related research is summarized, and the development direction and deficiency of the research are clarified, and the theoretical and practical significance of the research is clarified. This paper attempts to clarify the importance of primary school English teacher talk to primary school students' English learning through the method of literature. Combined with the observation of primary school English classroom during practice, this paper expounds and classifies the concept of primary school English teacher talk, and analyzes the classification to obtain the necessary characteristics of primary school English teacher's classroom discourse. The present study attempts to use classroom observation to analyze the classroom discourse of primary school English teachers, and to analyze the distribution and length of classroom teacher talk and the number of students' classroom discourse from a macro perspective. Comparing with the characteristics of classroom discourse of primary school English teachers, this paper analyzes various kinds of classroom discourse, and points out the main problems: the lack of interest in classroom language; New knowledge teaching terms lack of demonstration; teacher-student communication language lack of inspiration; teachers' feedback language is too lack of interactivity; classroom management language is lack of conciseness. Part 4th analyzes the causes of the problems: primary English teachers pay more attention to knowledge teaching than to teaching details, primary English teachers themselves are weak in their awareness of the rational use of teachers' classroom discourse; Primary English teachers lack of reflection on the use of teacher's classroom discourse; there is no specific training for primary school English teachers' classroom discourse. Therefore, it is necessary to improve the effective use of primary school English teachers' classroom discourse. The author gives the following suggestions: teachers should strengthen their understanding of the rational use of classroom discourse, teachers should pay more attention to teaching details, teachers should strengthen their reflection and research on classroom discourse; The purpose of this paper is to train teachers' discourse application in order to provide some reference for primary school English teachers.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31

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