批评话语分析方法在教师教学观念研究中的实践运用  

A Critical Discourse Analysis Research Paradigm for Teacher’s Teaching Conceptions

作　　者：李月[1] 陈旭远[1] 

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《湖南师范大学教育科学学报》2013年第2期25-30,共6页Journal of Educational Science of Hunan Normal University

基　　金：吉林省教育科学"十一五"规划课题[2Z0037]

摘　　要：教师的教学语言是教师教学观念最直接的表达方式,分析教学语言是探究教师教学观念的常用方法。在语言学的批评话语分析理论指导下,通过度量情境、解析要素、转录话语、揣摩内涵的操作步骤,可以实现对教师话语的有效解读,从而透视教师的教学观念。Because of the implicit and abstract characteristics of conceptions, one way to study this question is to ob- serve and analyze its explicit expressions, although conception is existed in the brain thinking of individual, and reflects the inner state. And some theories on linguistics are often expressed as the foundational research method, for spoken lan- guage is a direct explicit expression of conception, as well as teacher＇s spoken language. As a classic methodology of lin- guistics, it could meet the requirement of features of English subject to use a critical discourse analysis research paradigm for teacher＇s teaching conceptions.

关 键 词：教学观念 批评话语分析 过程与方法 

分 类 号：G451[文化科学—教育学]