大学德语教师教学话语及身份构建探析  

An Analysis of Teaching Discourse and Identity Construction of University German Teachers

作　　者：余桂兰 Yu Guian(Guangxi University of Foreign Languages,Nanning,530222,China)

机构地区：[1]广西外国语学院,南宁530222

出　　处：《语言与文化研究》2024年第2期87-90,共4页Language and Culture Research

基　　金：广西外国语学院校级科研项目“大学德语教师话语及身份构建探析”(2023XJ06)的研究成果。

摘　　要：教育是身份认同的结果,教师选择不同的教学话语建构不同的语用身份,以达到预期的教学效果。本文以外研社“教学之星”大学德语组一等奖获得者的参赛授课视频为语料来源,研究高校德语教师在课堂中的教学话语与教师身份建构的关系。研究发现,大学德语教师在教学过程中,使用指令类话语实践建构权威型教师身份,使用积极性评价构建亲和型教师身份,使用引导类话语内容建构引导型教师身份。Education is the result of identity.Teachers choose different teaching discourses to construct different pragmatic identities in order to achieve the expected teaching effect.Based on the teaching video of the first prize winner of the“Teaching Star”university German group of FLTRP,this paper studies the relationship between the teaching discourse of university German teachers in the classroom and the construction of teacher identity.It is found that in the course of teaching,German teachers in college use directive discourse practice to construct authoritative teacher identity and positive evaluation to construct amiable teacher identity,and guidance discourse content to construct guiding teacher identity.

关 键 词：大学德语 教师话语 身份建构 引导者 

分 类 号：G63[文化科学—教育学]