培智学校数学课堂教学师生言语行为互动研究——基于改进型弗兰德斯互动分析系统(iFIAS)  

A Study of Speech Act Interaction between Teachers and Students in Mathematics Class of Schools for Children with Mental Retardation——Based on the Improved Flanders Interactive Analysis System(iFIAS)

作　　者：朱涵 汪甜甜 邓猛 何赵颖 ZHU Han;WANG Tiantian;DENG Meng;HE Zhaoying(Faculty of Education,Beijing Normal University,Beijing,100875;Faculty of Education,East China Normal University,Shanghai,200062)

机构地区：[1]北京师范大学教育学部,北京100875 [2]华东师范大学教育学部,上海200062

出　　处：《中国特殊教育》2022年第1期39-46,共8页Chinese Journal of Special Education

基　　金：北京师范大学教育学部2019年学生科研基金项目(项目编号:1912129)的阶段性研究成果。

摘　　要：随着特殊教育从规模扩展转向内涵式发展,提升课堂教学质量成为推动特殊教育改革的重要抓手。本研究以课堂教学师生言语行为互动为切入点,利用改进型弗兰德斯互动分析系统(iFIAS)来探索培智学校数学优质课堂的教学特征。结果发现:培智教师在教学中起主导作用,言语行为以讲授和指示为主,不利于自主性培养;教师注重及时反馈与正向强化,有意识运用循证教学策略,但激励言语有待丰富;教师使用封闭提问和追问,引导智障学生话语输出,但约束创新思维发展;智障学生以问题应答为主,缺乏操作技术机会,自主与合作意识薄弱;不同能力组别的师生互动有差异,体现分层教学做法,但易导致互动机会不均等。在此基础上提出教学改革建议。With the transformation of special education from scale expansion to full potential development, it has become the key point of special education reform to improve the quality of classroom teaching. Taking the speech act interaction between teachers and students in classroom teaching as the starting point and through using the improved Flanders Interaction Analysis System(iFIAS), this study explores the teaching characteristics of high-quality mathematics classes in special education schools. The results show that special education teachers play a dominant role in the teaching progress and speech acts are mainly teaching and instruction, which is not conducive to the cultivation of students’ autonomy;that teachers pay attention to timely feedback and positive reinforcement, and consciously use evidence-based teaching strategy, but the words of incentive need to be enriched;that teachers use close-ended questions and inquiries to guide the speech output of mentally retarded students, which restricts the development of their innovative thinking;that mentally retarded students mainly respond to questions, lacking the opportunities for technical operation and the sense of autonomy and cooperation;that the interactions between teachers and students in different ability groups are different, which reflects the stratified teaching, but is also easy to lead to students’ unequal opportunities for interaction. On this basis, suggestions on teaching reform are put forward.

关 键 词：iFIAS 数学课堂 师生言语行为互动 培智学校 

分 类 号：G764[文化科学—特殊教育学]