初中英语课堂支架性教师话语的研究--以一节省级英语公开课为例  

A Study on Scaffolding Teacher Talk in Junior High School English Class:Taking a Provincial Level Open Class as an Example

作　　者：祝艺玮 陈丽媛[1] Zhu Yiwei;Chen Liyuan(East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学教师教育学院,上海200062

出　　处：《基础教育外语教学研究》2019年第9期33-38,共6页Foreign Language Teaching & Research in Basic Education

摘　　要：本研究以一节初中英语公开课为研究对象,进行个案分析。通过课堂观察法和文本分析法,探究支架性教师话语的主要类型,教师如何利用课堂话语为学生搭建支架以及支架性教师话语对学生的具体影响。研究表明:教师主要采用的支架性教师话语有纠正性反馈、示范和指出差距三种类型;在构建支架的过程中,教师首先明确学生现有水平,然后通过帮助学生发现自我认知体系的不足或拓展学生思维的深度、广度来推动学生认知发展;支架性教师话语能促进学生语言学习、推动学生认知发展以及给予其情感支持。最后,本研究就如何利用教师话语搭建高效的支架提出若干建议。In this paper,a provincial open class of a junior high school English teacher is selected as research participant.Through class observation and discourse analysis on the transcribed text,three research questions are discussed:(I)what are the types of scaffolding teacher talk mainly used by junior high school English teacher in class?(2)how is the scaffolding constructed for students by teacher?(3)what are the specific effects of scaffolding teacher talk?Research results reveal that:(1)the types of scaffolding teacher talk mainly applied by teacher are corrective feedback,demonstration and marking differences;(2)teacher construct scaffold by judging students current levels first,and then helping them recognize the deficiency in their self-cognitive systems or extend the depth and breadth of their thinking:(3)scaffolding teacher talk can facilitate students language acquisition,promote their cognitive development and give them emotional support.Apart from that,the thesis attempts to provide some feasible suggestions for English teachers to refer to.

关 键 词：支架性教师话语 英语课堂 初中 

分 类 号：G63[文化科学—教育学]