高中英语教师课堂话语的“支架”作用分析

发布时间：2018-05-26 01:57

本文选题：教师话语 + “支架”教学模式　；参考：《曲阜师范大学》2016年硕士论文

【摘要】：教师话语是教师在教学过程中采用的一种语言。对于中国的英语学习者来讲,教师话语不仅是教学的媒介,也是学生语言输入的主要来源,对学生语言能力和语言行为的发展起着重要作用。因此,在教育改革的背景下,教师为学生输入什么样的语言与多大的语言量成为研究的重要课题。传统的课堂教学模式已经无法满足社会对新型英语人才的需求。为顺应中国英语学习者的需要,改善这一教学现状,探寻科学合理和行之有效的教学方法,本研究着重探讨了“支架”教学理论指导下的课堂话语对学生的英语学习的作用。本研究以Vygotsky的“最近发展区”理论和Piaget的“建构主义”理论为基础,以山东省荣成市某高中二年级两位英语教师所教的两个班级为研究对象,通过对真实课堂进行两个月的观察,重点研究高中英语教师是如何为学生搭建“支架”的,以及教师课堂话语中的“支架”对学生的英语学习产生的作用,同时,结合课堂教学的真实案例对“支架”性话语特征进行详细分析。研究结果表明:(1)高中英语教师分别以为学生提供学习资源、引导学生学习活动和培养学生学习情感为切入点,为学生搭建“支架”。在这一过程中,首先要确定学生的“最近发展区”,并根据学生现有的实际水平和潜在的发展水平,为学生搭建“支架”;其次,教师在为学生创设问题情境时,引导学生展开对问题的独立思考与探索,并通过与教师进行协作学习,最后完成对所学知识的意义建构。(2)高中英语教师课堂话语中的“支架”对学生的英语学习具有积极的作用。一是为学生提供大量的可理解性的语言输入,促进学生的语言发展,通过为学生创设语言使用的情境,刺激学生的语言输出;二是促进学生的认知能力发展,培养学生的独立学习的能力;三是通过激发学生的英语学习兴趣,增强他们学习的自主性。总之,教师课堂话语中的“支架”能促使学生的心理机能和知识结构的发展,同时也能够提高英语教学效率,丰富教师的教学技巧。当然,本研究因实验时间短、研究对象少以及研究范围小等客观条件的制约,存在一定的缺陷和不足。但总体上取得了预期的结果,从理论和实际两方面证明了高中英语教师课堂话语对学生的语言、认知和情感方面都起到积极的作用,证实了“支架”式教学模式符合我国教育改革的理念和要求,同时为今后有关教师话语和“支架”教学的研究提出了可行的建议。
[Abstract]:Teacher discourse is a language used by teachers in the course of teaching. For Chinese English learners, teacher discourse is not only the medium of teaching, but also the main source of students' language input. It plays an important role in the development of students' language ability and the development of language behavior. The traditional classroom teaching model has been unable to meet the needs of the new English talents. In order to comply with the needs of Chinese English learners, the present situation of the teaching is improved and the scientific and effective teaching methods are explored. This study focuses on the "scaffolding" teaching. The study is based on the theory of "Recent Development Zone" and "constructivism" of Piaget, based on the theory of "the nearest Development Zone" and "constructivism" of Vygotsky, and two classes of two English teachers in the two grade of a high school in Rongcheng, Shandong Province, for the study of the image, through a two month view of the real class. It focuses on how high school English teachers build "scaffolding" for students and the role of "scaffolding" in teacher's classroom discourse on students' English learning. At the same time, a detailed analysis of the "scaffolding" discourse characteristics is carried out in combination with the real cases of classroom teaching. The results show that (1) senior high school English teachers think respectively. Students provide learning resources, guide students' learning activities and cultivate students' learning emotion as a breakthrough point and build "scaffolding" for students. In this process, first of all, we should determine the students' "Recent Development Zone", and build "scaffolding" for students according to the existing practical level and potential development level of the students; secondly, the teachers are creating the students for the students. When setting up a problem situation, the students should guide the students to think and explore the problems independently, and through cooperative learning with the teachers, the meaning construction of the knowledge is completed. (2) the "scaffolding" in the classroom discourse of high school English teachers has a positive effect on the students' English learning. Input, promote the development of students' language, create language use for students, stimulate students' language output; two, promote the development of students' cognitive ability, cultivate students' ability to learn independently; three, by stimulating students' interest in English learning and enhancing their autonomy. "Frame" can promote the development of students' psychological function and knowledge structure, at the same time, it can improve the efficiency of English teaching and enrich the teaching skills of teachers. Of course, the research is limited by the limitations of the objective conditions such as short experiment time, few research objects and small scope of research. The two aspects prove that the classroom discourse of high school English teachers plays a positive role in the language, cognition and emotion of the students. It proves that the "scaffolding" teaching model is in line with the ideas and requirements of the educational reform of our country. At the same time, some feasible suggestions are put forward for the future research on teacher's discourse and the "scaffolding" teaching.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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