城乡初中英语教师课堂互动行为的比较研究

发布时间：2018-05-24 05:21

本文选题：课堂师生互动 + 教师互动行为　；参考：《山西师范大学》2016年硕士论文

【摘要】：课堂师生互动是指在课堂教学情境中,教师个体与学生个体或学生群体之间在教学活动中心理与行为上的交互影响与作用的过程。作为义务教育阶段里的第二语言学科一一初中英语应义不容辞地进行师生互动的课堂教学,不仅有利于学生更好地学习英语,培养英语应用能力,更有利于教师促进自身的专业成长。本研究试图以交往教学论、建构主义心理学,语言输出与输入假说和互动假说以及新课改理念中对课堂师生互动的要求等相关理论为理论支撑点,通过分析临汾市吉县城乡初中英语教师的课堂互动行为特点、课堂互动时间分配以及城乡初中学生的课堂互动行为特点,了解了城乡初中英语课堂师生互动中教师互动行为的现状,探讨了城乡初中英语课堂师生互动中教师互动行为存在的差异,并分析了城乡初中英语教师互动行为存在差异的原因。因此,笔者通过对相关文献的研究,采用了辛自强,林崇德,俞国良的《初中英语教师课堂教学互动行为的调查问卷》对临汾市吉县城乡6所初中学校共90名(其中有效87)英语教师进行了问卷调查,随后笔者运用了《初中英语课堂师生互动的时间分配观察量表》。随机抽取了6名教师进行了为期3周的课堂观察。本研究通过问卷调查和课堂观察法对临汾市吉县城乡初中英语课堂中教师的互动行为进行了调查和研究；第四部分主要是进行数据结果的分析和讨论;重点还分析了临汾市吉县城乡初中英语课堂师生互动过程中教师互动行为存在差异的原因；第五部分对本研究进行了总结,并指出本研究存在的不足之处和对未来相关研究的建议。共分为5个部分。第一部分主要是介绍研究的背景、研究的意义以及论文的结构；第二部分主要是介绍课堂师生互动的理论依据以及国内外对师生互动行为的研究现状；第三部分主要包括研究问题、工具、方法、过程和对象等。通过问卷调查和课堂观察法对临汾市吉县城乡初中英语课堂中教师的互动行为进行了调查和研究；第四部分主要是进行数据结果的分析和讨论；重点还分析了临汾市吉县城乡初中英语课堂师生互动过程中教师互动行为存在差异的原因；第五部分对本研究进行了总结,并指出本研究存在的不足之处和对未来相关研究的建议。笔者通过对临汾市吉县城乡初中英语课堂中教师的互动行为进行研究,得出以下结论：(1)在时间分配方面,城县英语教师多采用师班互动,并且互动方式种类较多；乡镇教师则主要是采用师个互动,且互动方式单一。(2)在教师课堂互动行为的8种类型而言,城乡教师在领导行为、理解行为、惩戒行为这3方面不存在差异；在友好帮助行为、授权行为、犹豫行为、不满行为和严格行为这5方面存在显著差异,并且城县教师前三种行为的得分高于乡镇教师,后5种行为则乡镇教师高于城县教师。此外,根据教师课堂互动行为的特点,本研究将城乡教师划分为两大类,即“合作—支配”型和“敌对—服从”型。由此得出结果为,“合作—支配型”的城县教师多于乡镇教师,而“敌对—服从”型的乡镇教师则明显多于城县教师。(3)在言语与非言语互动行为方面,城乡教师在言语互动行为上存在差异；在非言语互动行为上没有显著差异。此外,本研究将以上两种互动行为划分为积极与消极的情感性互动行为。在积极的情感性互动行为上,城乡教师在言语互动行为上不存在显著差异；但在非言语互动行为上存在显著差异,城县教师明显高于乡镇教师；在消极的情感性互动行为上,城乡教师在两种互动行为上均存在显著差异,乡镇教师高于城县教师。(4)临汾市吉县城乡初中英语课堂师生互动中教师互动行为存在差异的原因主要有：师资力量、工作压力、技能培训、对教材的处理方式及学生的英语水平不同。同时,本文还是存在一定的局限性和不足之处,在问卷调查过程中,本研究的样本量偏少,调查数据可能存在一定的随机性和局限性。在课堂观察过程中,由于告知了观察目标,这对观察结果的真实性会产生一定的影响。
[Abstract]:This paper attempts to study the interaction between teachers and students in the middle school English classroom in Jixian County of Fenhe City by analyzing the characteristics of classroom interaction between teachers and students in the middle school English classroom of Fenhe City , and analyzes the differences between teachers ' interaction in the interaction between teachers and students in the middle school English classroom .
The fourth part mainly analyzes and discusses the results of the data , and also analyzes the causes of the teachers ' interaction in the interaction between teachers and students in the middle school English classroom in Jixian County , Fenhe City .
The fifth part summarizes the present study and points out the shortcomings of the research and the suggestions for the future research . The first part mainly introduces the background of the research , the significance of the research and the structure of the paper .
The second part mainly introduces the theoretical basis of the interaction between teachers and students in class and the current research situation of the interaction between teachers and students at home and abroad .
The third part mainly includes research questions , tools , methods , procedures and objects . Through questionnaire and classroom observation , the interactive behaviors of teachers in the middle school English classroom of Jixian County are investigated and studied .
The fourth part is mainly to analyze and discuss the data result ;
This paper also analyzes the causes of teacher ' s interaction in the interaction between teachers and students in the middle school English classroom of Jixian County , Fenhe City .
The fifth part summarizes the present study and points out the shortcomings of the study and the suggestions for the future research .
( 2 ) In the eight types of teacher ' s classroom interaction , there are no differences between urban and rural teachers in leadership behavior , understanding behavior and disciplinary behavior .
In addition , according to the characteristics of teacher ' s classroom interaction , this study divides the urban and rural teachers into two categories , namely " cooperation - domination " and " hostile - obedience " . In addition , according to the characteristics of teacher ' s classroom interaction , the study divides the urban and rural teachers into two categories , namely " cooperation - domination " and " hostile - obedience " .
There is no significant difference in the non - verbal interaction . In addition , the study divides the above two interactive behaviors into positive and negative affective interactions . In the positive interaction , there are no significant differences between urban and rural teachers in verbal interaction .
However , there are significant differences in non - verbal interaction , and the teachers in Chengxian county are obviously higher than those in town teachers ;
There are significant differences in the interaction between urban and rural teachers in both kinds of interactive behaviors . There are some limitations and shortcomings in the interaction between teachers and students in the interaction between teachers and students in the middle school English classroom .
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

【参考文献】