小学英语教师言语行为的反思与生态化重构  

Reflection and Ecological Reconstruction of English Teachers' Speech Acts in Primary Classroom

作　　者：胡启海[1] 

机构地区：[1]湖南第一师范学院外国语学院,湖南长沙410205

出　　处：《湖南师范大学教育科学学报》2015年第4期100-104,共5页Journal of Educational Science of Hunan Normal University

基　　金：2014年度湖南省教育科学规划课题[XJK014CGD015]

摘　　要：我国小学英语课堂上教师言语行为中存在的一些非生态现象值得深刻反思。从生态教育视角来看,教师可通过构建生活话语观,活化话语情境,重调师生课堂生态位等方式来促使小学英语课堂教师言语行为的自然回归,并通过构建生态型师生关系来实现课堂师生良性互动,提高小学英语教师课堂言语行为的有效性,优化小学课堂教师言语行为。The non-ecological phenomena existing in primary English teachers’ speech acts deserves our profound re-flection. From the perspective of ecological education,primary English teachers can construct conception of life discourse, activate the discourse context,and readjust the teacher-student niche to promote the natural regression of primary teacher’s classroom speech acts. They can also build the ecological teacher-student relationship to achieve positive interaction between teachers and students,to improve the effectiveness of primary teachers’speech acts,and to optimize teacher’s speech acts in primary ecological English classroom.

关 键 词：生态教育 教师言语行为 英语课堂教学 小学教师 

分 类 号：G623.31[文化科学—教育学]