对话教学视域下小学英语教师课堂理答行为的个案研究

发布时间：2018-04-08 19:28

本文选题：对话教学　切入点：理答行为　出处：《西南大学》2015年硕士论文

【摘要】：随着新课程改革的持续推进,教学理念也在不断地更新和发展。在此过程中,对话教学的理念越发凸显其优越性。本研究尝试在对话教学的视域下分析教师的课堂理答行为。而理答就是教师对学生回答问题后的反应和处理。首先,对对话教学视域下的教师课堂理答行为作理论的阐释,进而以重庆市北碚区某小学的一位英语教师为研究个案,通过文献法、观察法、访谈法对个案进行剖析,透析个案教师课堂理答行为的特点,概括其课堂理答行为的运用特点,分析影响教师课堂理答行为的因素,从而提出从理答走向对话的实现策略。本研究共分为六个部分。第一部分为导论。首先指明本研究问题提出的背景与研究意义,概述本研究的国内外相关研究情况,并对本研究的一些核心概念作出界定。第二部分为研究设计。具体介绍了本研究的研究思路、研究方法、研究对象、研究工具的选择以及资料的收集与分析过程。第三部分为对对话教学视域下教师课堂理答行为的理论阐释。从课堂理答与教学对话的关联性出发,阐述对话教学视域下教师课堂理答行为的特征和过程。第四部分为个案教师课堂理答行为的特点分析。从总体特点、差异分析和案例分析三个侧面全面分析个案教师课堂理答行为的特点。第五部分为个案教师课堂理答行为的运用特点与影响因素分析。首先,对个案教师课堂理答行为的运用特点作出综合概括。其次,从教师的教学理念、教学准备和身心状况三个因素分析其对教师课堂理答行为的影响。第六部分为从理答走向对话的实现策略。分别从理答理念、理答目的、理答内容、理答实施、理答结果和理答环境六个方面着手。本研究立足于个案研究,研究一位成熟的小学英语教师的课堂理答行为,试图为实现从理答走向对话的转变提出一些教育建议,进而为教师课堂理答行为的改善提供一定借鉴。
[Abstract]:With the continuous development of the new curriculum reform, the teaching concept is constantly renewed and developed.In this process, the idea of dialogue teaching more and more highlights its superiority.This study attempts to analyze teachers' classroom answering behavior from the perspective of dialogue teaching.And the answer is the teacher's response to the students after answering the question and the treatment.First of all, it explains teachers' classroom answering behavior from the perspective of dialogue teaching, and then takes an English teacher from a primary school in Beibei district of Chongqing as a case study. The case is analyzed by literature, observation and interview.This paper analyzes the characteristics of classroom answering behavior of individual teachers, generalizes the characteristics of classroom reasoning and answers behavior, analyzes the factors that affect teachers' classroom answering behavior, and puts forward the realization strategies from reasoning to dialogue.This study is divided into six parts.The first part is an introduction.Firstly, the background and significance of this study are pointed out, and the related research situation at home and abroad is summarized, and some core concepts of this study are defined.The second part is the research and design.The research ideas, research methods, research objects, selection of research tools and the process of data collection and analysis are introduced in detail.The third part is the theoretical explanation of teacher's classroom answering behavior from the perspective of dialogue teaching.Based on the relationship between classroom answering and teaching dialogue, this paper expounds the characteristics and process of teachers' classroom answering behavior from the perspective of dialogue teaching.The fourth part analyzes the characteristics of classroom answering behavior of case teachers.From the general characteristics, difference analysis and case analysis, the characteristics of classroom answering behavior of case teachers are comprehensively analyzed.The fifth part is the application characteristics and influencing factors of classroom answering behavior of case-teachers.First of all, the author generalizes the application characteristics of classroom answering behavior of case teachers.Secondly, the influence of teachers' teaching concept, teaching preparation and physical and mental status on teachers' classroom answering behavior is analyzed.The sixth part is the realization strategy from answer to dialogue.It starts from six aspects: the idea, the purpose, the content, the implementation, the result and the environment.This study is based on a case study to study the classroom answering behavior of a mature primary school English teacher in an attempt to put forward some educational suggestions for realizing the transition from reasoning to dialogue, and then to provide some reference for the improvement of teachers' classroom answering behavior.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31

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