培智学校语文新手教师与熟手教师言语回应行为比较研究  

A Comparative Study on Speech Response of Novice Teacher and Proficient Teacher in Chinese Class of Special School

作　　者：李荣侠 郑飞艺[2] LI Rongxia;ZHENG Feiyi(School of Education,East China Normal University Shanghai 200062;Hangzhou Teachers College of Preschool Education,Zhejiang Normal University Hangzhou 311231)

机构地区：[1]华东师范大学特殊教育学系,上海200062 [2]浙江师范大学杭州幼儿师范学院,杭州311231

出　　处：《现代特殊教育》2018年第22期27-32,60,共7页Modern Special Education

摘　　要：言语回应是课堂教学的重要组成部分,良好的教学言语回应行为能够提高教育的质量。文章采用定量研究并结合访谈的方法对新手教师和熟手教师言语回应行为进行比较分析。研究结果发现:(1)两类教师在回应集体的频次上差异显著,新手教师使用更为频繁;(2)均较多使用正、中性回应,在正向回应上差异极显著,熟手教师使用更频繁;(3)在评价型回应上无显著差异,在追问和补充回答的使用上差异显著。结合访谈发现,教师的言语回应行为受到其言语回应观念、个性特征及教学引导能力等因素的影响,在此基础上提出相应建议。Speech response behavior plays an important role in teaching,and good response could improve the quality of teaching.This paper does a comparative research to study speech response between Chinese novice teachers and proficient teachers in special school by qualitative research and interview. Findings indicates that the proficient teacher are significantly different from novice teachers in that the response object is individual,the response emotion is positive and the response patterns are making a detailed inquiry and making an addition. There is no significant difference in the response to evaluation but their recast and supplementary response is significantly different. According to the interviews,speech response is affected by the concept of teachers,personality characteristics and the disunity of knowledge and practice. Then implications for improving speech response are discussed.

关 键 词：新手教师 熟手教师 言语回应行为 

分 类 号：G761[文化科学—特殊教育学]