初级汉语听力课教师互动行为和意识案例分析

发布时间：2018-06-12 17:55

本文选题：对外汉语听力课 + 教学行为　；参考：《上海外国语大学》2017年硕士论文

【摘要】：很多汉语教师对“四小课型”中的听力课一直有着“难教”的声音,学生兴趣不高、课堂互动难推、教学效果不佳、出勤率偏低等问题一直困扰着听力课教师。由此笔者针对听力课课堂氛围和教师互动行为关系展开研究,寻找问题产生的原因,发现优秀汉语教师,进入实际课堂,用案例分析的方法分析优秀听力教师的教学互动行为,总结有效教学互动意识,供有听力课教学困惑的教师学习与参考。因此,本文首先在上海外国语大学国际文化交流学院留学生班级发放调查问卷,通过调查结果找到初级汉语听力课问题,发现教学效果与课堂互动的关系,并根据预调查结果确定了一名优秀汉语听力教师作为个案研究对象,运用案例分析的方法进入研究对象实际课堂,如实记录课堂互动行为,以听前、听时、听后三大课堂环节为基本结构,以“互动假说”、“输入输出”、“图式理论”、“学习动机”为理论基础,分析每一环节教师的有效互动次数、互动方式、互动反馈和互动方法等,根据案例分析结果,用半结构式访谈法对个案研究对象进行访问,分析教师课堂互动行为背后的互动意识,提出有关如何提高学生学习兴趣合理的教学建议,给更多的听力老师以可参考的教学建议,帮助改进教学方法,提高教学质量。全文共分为五个部分。第一章为绪论部分,包括研究缘起、研究综述、研究内容、研究意义、研究方法、理论基础、研究设计。第二章对学生和教师就初级汉语听力课互动现状预调查问卷结果进行分析说明,发现听力课问题,确定个案研究对象。第三章以课堂教学互动行为为主线,从教师指令、反馈,学生反馈,课堂活动三方面对案例进行分析。第四章结合案例用访谈的方法对教师互动意识进行探究,并提出一些合理有效的教学建议。第五章总结本文的研究结论和不足之处。
[Abstract]:Many Chinese teachers have always had the voice of "hard to teach" in the listening class of "four small classes". The students' interest is not high, the classroom interaction is difficult to push, the teaching effect is not good, the attendance rate is on the low side and so on. Therefore, the author studies the relationship between the classroom atmosphere of listening class and teachers' interactive behavior, finds out the causes of the problems, finds out the excellent Chinese teachers, enters the actual classroom, and analyzes the teaching interaction behavior of the excellent listening teachers with the method of case analysis. This paper summarizes the effective interactive consciousness of teaching for teachers who are confused in listening teaching. Therefore, this paper first distributes the questionnaire in the international students' class of Shanghai Foreign Studies University, finds out the problems of the primary Chinese listening course, and finds out the relationship between the teaching effect and the classroom interaction. According to the results of the preliminary investigation, an excellent Chinese listening teacher is selected as the case study object. The method of case analysis is used to enter the actual classroom of the study object, and the classroom interaction behavior is recorded truthfully in order to listen before and when listening. On the basis of "interaction hypothesis", "input and output", "schema theory" and "learning motivation", this paper analyzes the effective interaction times and interaction modes of teachers in each link, taking the three major classroom links after listening as the basic structure, and taking "input and output", "schema theory" and "learning motivation" as the theoretical basis. According to the results of the case study, this paper uses the semi-structured interview method to interview the subjects of the case study, and analyzes the interaction consciousness behind the teacher's classroom interaction behavior. This paper puts forward some teaching suggestions on how to improve the students' interest in learning and give more listening teachers reference teaching suggestions to help improve the teaching methods and improve the teaching quality. The full text is divided into five parts. The first chapter is the introduction, including the origin of the study, research review, research content, research significance, research methods, theoretical basis, research design. The second chapter analyzes the results of pre-survey on the interaction between students and teachers in primary Chinese listening classes, finds out the problems of listening lessons, and determines the object of case study. The third chapter takes classroom teaching interaction behavior as the main line, analyzes the case from three aspects: teacher instruction, feedback, student feedback and classroom activity. Chapter four explores the teachers' interactive consciousness with the method of interview, and puts forward some reasonable and effective teaching suggestions. The fifth chapter summarizes the conclusions and shortcomings of this paper.
【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】：2017
【分类号】：H195.3

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