初中英语课堂优秀教师反馈语研究
发布时间：2019-04-09 16:41
【摘要】：本研究旨在描述初中英语课堂优秀教师反馈语的类型和特征,同时描述了优秀教师如何使用反馈语促进课堂互动。主要研究问题包括：(1)初中英语课堂中优秀教师反馈语的类型有哪些?(2)优秀教师反馈语有哪些特点?本研究以输入、输出及互动假说为理论基础,以2014年8节浙派名师暨全国名师初中英语课堂教学实录以及对其中4位教师的访谈作为语料,通过录像观察,语料标记转写,获得了大约35000字的语料。通过定性分析和必要的数据统计,有如下发现：第一,初中优秀英语教师共使用了8种单一型和13种混合型教师反馈语；单一型反馈语中积极反馈语和引导出现频次最高,混合型反馈语中积极反馈语加重复出现频次最高,重复加追问次之。第二,优秀教师课堂反馈语有以下三方面的特点：第一,能够综合并灵活地运用多种反馈类型；第二,注重对学生回答意义的反馈,适度的形式反馈在注重意义的前提下；第三,连续的IRF模式占主导,师生间互动性强。第三,优秀教师善于主动学习课堂反馈的相关理论知识,善于对自己的课堂反馈技巧进行总结和反思,所以在课堂上能够自然而然地灵活运用各种反馈引导学生。本研究结果对于教学有一定的启示：教师应改进自己的课堂反馈方式,综合使用多种反馈方式引导学生参与课堂交际；课堂反馈中应多关注意义；善于运用不同类型的反馈增强师生间的互动；应多阅读有关课堂话语分析的文献以及分析自己的课堂反馈语以便找出不足并加以改进,从而提高课堂反馈质量,促进课堂互动。然而本研究只涉及了8节课和4位老师,不具有广泛的代表性。此外,研究问题的深度有待提高,研究工具有待多样化。本研究为尝试性研究,存在很多局限性,有待以后进一步探讨。
[Abstract]:The purpose of this study is to describe the types and characteristics of feedback words of excellent teachers in junior middle school English classroom, and how to use feedback words to promote classroom interaction. The main research questions include: (1) what are the types of feedback words of excellent teachers in junior middle school English class? (2) what are the characteristics of feedback words of excellent teachers? This study is based on the hypothesis of input, output and interaction. In 2014, eight famous Zhejiang teachers and national teachers in junior middle school English classroom teaching practice and interviews with four teachers were used as corpus. A corpus of about 35000 words was obtained. Through qualitative analysis and necessary data statistics, the findings are as follows: first, the excellent English teachers in junior middle school have used 8 types of singletons and 13 kinds of mixed teacher feedback; The frequency of positive feedback and guidance in simple feedback is the highest, that of positive feedback plus repetition is the highest in mixed feedback, and the second is repetition plus questioning. Second, the excellent teachers' feedback language has the following three characteristics: first, to be able to integrate and flexibly use a variety of feedback types; second, to pay attention to feedback on the meaning of students' answers, and to pay attention to appropriate formal feedback under the premise of emphasizing meaning; Thirdly, the continuous IRF mode is dominant and the interaction between teachers and students is strong. Third, excellent teachers are good at actively learning the relevant theoretical knowledge of classroom feedback, and are good at summarizing and reflecting on their own classroom feedback skills, so they can naturally and flexibly use various feedback to guide students in the classroom. The results of this study have some enlightenments for teaching: teachers should improve their own classroom feedback ways, use multiple feedback methods to guide students to participate in classroom communication, pay more attention to the significance of classroom feedback, and make use of multiple feedback methods to guide students to participate in classroom communication. Good at using different types of feedback to enhance the interaction between teachers and students, and should read more literature about classroom discourse analysis and analyze their own classroom feedback in order to find out the deficiencies and improve them, so as to improve the quality of classroom feedback and promote classroom interaction. However, only 8 classes and 4 teachers are involved in this study, which is not widely representative. In addition, the depth of the research problem needs to be improved, and the research tools need to be diversified. This study is a tentative study, there are many limitations, need to be further discussed in the future.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
本文编号：2455344
[Abstract]:The purpose of this study is to describe the types and characteristics of feedback words of excellent teachers in junior middle school English classroom, and how to use feedback words to promote classroom interaction. The main research questions include: (1) what are the types of feedback words of excellent teachers in junior middle school English class? (2) what are the characteristics of feedback words of excellent teachers? This study is based on the hypothesis of input, output and interaction. In 2014, eight famous Zhejiang teachers and national teachers in junior middle school English classroom teaching practice and interviews with four teachers were used as corpus. A corpus of about 35000 words was obtained. Through qualitative analysis and necessary data statistics, the findings are as follows: first, the excellent English teachers in junior middle school have used 8 types of singletons and 13 kinds of mixed teacher feedback; The frequency of positive feedback and guidance in simple feedback is the highest, that of positive feedback plus repetition is the highest in mixed feedback, and the second is repetition plus questioning. Second, the excellent teachers' feedback language has the following three characteristics: first, to be able to integrate and flexibly use a variety of feedback types; second, to pay attention to feedback on the meaning of students' answers, and to pay attention to appropriate formal feedback under the premise of emphasizing meaning; Thirdly, the continuous IRF mode is dominant and the interaction between teachers and students is strong. Third, excellent teachers are good at actively learning the relevant theoretical knowledge of classroom feedback, and are good at summarizing and reflecting on their own classroom feedback skills, so they can naturally and flexibly use various feedback to guide students in the classroom. The results of this study have some enlightenments for teaching: teachers should improve their own classroom feedback ways, use multiple feedback methods to guide students to participate in classroom communication, pay more attention to the significance of classroom feedback, and make use of multiple feedback methods to guide students to participate in classroom communication. Good at using different types of feedback to enhance the interaction between teachers and students, and should read more literature about classroom discourse analysis and analyze their own classroom feedback in order to find out the deficiencies and improve them, so as to improve the quality of classroom feedback and promote classroom interaction. However, only 8 classes and 4 teachers are involved in this study, which is not widely representative. In addition, the depth of the research problem needs to be improved, and the research tools need to be diversified. This study is a tentative study, there are many limitations, need to be further discussed in the future.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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