初中英语新手、熟手和专家教师阅读课堂师生言语互动比较研究  

Research on Teacher-Student Speech Interaction of Novice,Experienced,Expert Teachers in Junior High School English Reading Classes

作　　者：翁成尔 罗晓杰[1] Weng Chenger;Luo Xiaojie(College of Foreign Languages,Zhejiang Normal University,Jinhua Zhejiang 321004,China)

机构地区：[1]浙江师范大学外国语学院,浙江金华321004

出　　处：《基础教育外语教学研究》2021年第6期6-10,共5页Foreign Language Teaching & Research in Basic Education

摘　　要：本文以改进型弗兰德斯互动分析系统为研究工具,辅以课堂观察法,从教师话语和学生话语两个方面分析2位新手、2位熟手和2位专家教师在初中英语阅读课上的言语互动异同。研究发现:三类教师话语比率总体高于学生话语比率,均以提问、讲解和指令为主,而学生话语均以主动和被动应答为主;新手、熟手和专家教师在提问、讲解、指令和反馈等方面差异较大;三类教师话语的直接影响均多于间接影响,消极强化影响多于积极强化影响。基于上述发现,建议初中英语教师合理设计课堂提问,引导学生多问多答;丰富课堂反馈形式,鼓励学生积极参与;精炼课堂讲解和指令,提高师生互动质量。This research adopts the improved“Flanders Interaction Analysis System”as the research instrument,is supplemented by classroom observation method to explore the similarities and differences in speech interaction in junior high school English reading classes among two novice teachers,two experienced teachers and two expert teachers from two aspects:teacher talk and student talk.The findings show that in three types of teachers’s classes,the ratio of teacher talk is generally higher than that of student talk;teacher talk mainly comes from questioning,lecturing and instruction while student talk mainly includes active and passive response.Novice,experienced and expert teachers differ greatly in questioning,lecturing,instruction and feedback;direct influence of three types of teachers' talk is more than indirect influence,and negative reinforcement exceeds positive reinforcement.Based on the findings,this paper suggest that junior high school English teachers should design questions appropriately,guide students to raise more questions and respond more actively;enrich the forms of feedback and encourage students to participate actively;refine classroom lecturing and instruction to improve the quality of teacher-student interaction.

关 键 词：新手教师 熟手教师 专家教师 言语互动 

分 类 号：G63[文化科学—教育学]