师生互动与教学认知关系调查：高职高专四位大学英语教师个案研究
发布时间：2018-10-20 11:35
【摘要】：本文调查了昆山一所民办高职高专的四位大学英语教师的师生互动模式以及相关的教学认知。 本文采用了定性和定量分析的研究方法。通过每位教师的十二节课的录音总结归纳了她们课堂互动的模式，并采用半结构访谈了解了四位老师在课堂提问策略和课堂反馈等方面的认知和理解。 数据分析的结果表明，每个教师的课堂互动方式各不相同，但也有很多相似之处。在提问策略方面，她们多采用封闭式问题以及展示性问题，特别是有关词汇的展示性问题主导了课堂。在给予积极反馈时，老师很少选择追问和确认检查以引发学生的话语；在应对学生沉默时，老师多采用自我回复的方式；在纠错反馈时，老师多运用重铸，线索，重复以及直接纠错。教师的认知在很大程度上直接影响了她们的课堂互动。学生的英语水平低，，关注语言点的教学，激发学生的学习兴趣，增强学生的学习信心，对课堂的控制以及对考试成绩的焦虑等影响了她们在课堂上所采用的互动方式。 本文也对教师自身发展提出了一些建议。教师可以多使用开放式的反馈方式激发学生自发的使用英语，做好课后反思，加强同行互动。
[Abstract]:This paper investigates the teacher-student interaction model and related teaching cognition of four college English teachers in a private vocational college in Kunshan. In this paper, qualitative and quantitative research methods are adopted. Through the recording of each teacher's twelve classes, the paper summarizes the model of their classroom interaction, and uses semi-structured interviews to understand the four teachers' cognition and understanding in classroom questioning strategies and classroom feedback. The results of data analysis show that each teacher's classroom interaction is different, but there are many similarities. In the aspect of questioning strategies, they often use closed questions and presentation questions, especially the presentation questions about vocabulary dominated the classroom. When giving positive feedback, the teacher seldom chooses to ask and confirm the examination to arouse the students' words; when dealing with the students' silence, the teacher mostly adopts the way of self-reply; when correcting the feedback, the teacher often uses the re-cast, the clue. Repetition and direct error correction. Teachers' cognition directly affects their classroom interaction to a great extent. Students' low level of English, focusing on the teaching of language points, stimulating students' interest in learning, enhancing students' confidence in learning, controlling the classroom and anxiety about the test results affect the way they interact in the classroom. This paper also puts forward some suggestions for the development of teachers themselves. Teachers can use more open feedback to stimulate students to use English spontaneously, do a good job of reflection after class, and strengthen peer interaction.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G712;H319.3
本文编号：2283045
[Abstract]:This paper investigates the teacher-student interaction model and related teaching cognition of four college English teachers in a private vocational college in Kunshan. In this paper, qualitative and quantitative research methods are adopted. Through the recording of each teacher's twelve classes, the paper summarizes the model of their classroom interaction, and uses semi-structured interviews to understand the four teachers' cognition and understanding in classroom questioning strategies and classroom feedback. The results of data analysis show that each teacher's classroom interaction is different, but there are many similarities. In the aspect of questioning strategies, they often use closed questions and presentation questions, especially the presentation questions about vocabulary dominated the classroom. When giving positive feedback, the teacher seldom chooses to ask and confirm the examination to arouse the students' words; when dealing with the students' silence, the teacher mostly adopts the way of self-reply; when correcting the feedback, the teacher often uses the re-cast, the clue. Repetition and direct error correction. Teachers' cognition directly affects their classroom interaction to a great extent. Students' low level of English, focusing on the teaching of language points, stimulating students' interest in learning, enhancing students' confidence in learning, controlling the classroom and anxiety about the test results affect the way they interact in the classroom. This paper also puts forward some suggestions for the development of teachers themselves. Teachers can use more open feedback to stimulate students to use English spontaneously, do a good job of reflection after class, and strengthen peer interaction.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G712;H319.3
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