小学教师话语及认知思维导向研究

1、小学教师话语及认知思维导向研究小学教师话语及认知思维导向研究 小学教师话语及认知思维导向研小学教师话语及认知思维导向研究究 A Study of Primary School Teacher A Study of Primary School Teacher Talk and Its Cognitive Orientation Talk and Its Cognitive Orientation Based on English and Chinese DatBased on English and Chinese Data a 【作者】 张艳； 【导师】 舒白梅； 【作者基本信息】 华中师范

2、大学， 英语语言文学， 2005， 硕士 【摘要】 教学涉及大纲、教材、教学法等,但这一切都要通过实际的课堂教学才能得以体现和实现。到二十世纪六十年代末,由于比较教学法的结果令人失望,研究者开始将注意力转向课堂过程本身,进行课堂研究。 教师的课堂语言能力直接影响到教育的质量和水平。从语言学和教育学的交叉视角来看,不同的课程类型,如授课型、复习型或考试型,不同的教程阶段,如“热身”阶段、讲解阶段或练习阶段,以及不同的教学目的,如讲授语言知识或训练语言技能,都应该有相应的教学语言来执行。 近年来,国内外对课堂教学语言的研究十分活跃。从研究方法和研究重点来看,对教师话语的研究主要经历了三个阶段:1)

3、 早期的课堂话语分析开始将教师和学生的课堂话语进行分类。受行为主义心理学的影响,研究者主张客观分析可以观察到的课堂行为,并设计出观察方案,即分类系统(category system),对课堂师生行为进行分类记录,从而提出一套理想的课堂教师行为系统;2) 20 世纪 7080 年代的师生会话研究则从语篇结构和话题发展的角度对师生的话语行为进行语言特征和语意功能等方面的分析。研究者从社会学角度出发,关注课堂话语的结构和性质,将课堂话语按教学功能分成一组“步”,即“话轮”(turn);3) 20 世纪 90 年代以来,研究者主要对教师语言行为与学生语言习得的关系进行研究。主要考察教师话语在语速、语调

4、、用词、句法及话语结构上所表现出不同于自然语言的特征及其对学生语言习得的影响。 早在 20 世纪 50 年代,以 Bloom 为首的美国教育学家对教育目标进行过分类。在学生心智活动或思维方面,Bloom 等采用分类学的方法提出了相互联系逐步向高一层次发展的认知思维发展过程的 6 种类别:知识领会运用分析综合评价。 到了 70 年代,Valette 等在 Bloom 等的研究基础上提出了外语教学的 5 个阶段性训练活动:机械性技能知识运用交际评论。其中每个阶段都列出了相应的内部认知行为和外部语言行为的表征。 80 年代以来,Morris 等将 Bloom 等的认知思维发展过程的 6 个类别简化

5、更多还原 【Abstract】 Teaching involves such aspects as curriculum, teaching materials, and teaching methodology. All these can only be really put into use and reality through classroom teaching processes. By the end of 1960s, due to the fact that findings of comparing the relative effectiveness of differ

6、ent teaching methods turned out to be disappointing, researchers began to shift their attention from a comparative study of methodologies to classroom teaching and learning process itself.The quality of teacher talk may have a direct influence on the results of learning. From the perspective of both

7、 language teaching and education, there is always a request for different types of teacher talk that suit the objectives of teaching and learning at different stages.Researches in teacher talk have been abundant both abroad and in China. According to the methods adopted and their focuses, researches

8、 in teacher talk have mainly gone through three significant phases, namely, the phase of classroom interaction analysis, in which teacher talk and student talk has been classified into different categories, recorded and studied, with the purpose of setting an ideal model for classroom interaction; t

9、he phase of classroom discourse analysis in 1970s and 1980s. Researchers made a study of teacher talk and student talk from the perspective of discourse structure, turn-taking and topic development and focused on the nature and structure of classroom interaction, aiming to put forward a sequence of

10、moves that all classroom interaction followed; Since 1990s, researchers began to pay attention to the relationship between teacher talk and students language acquisition with the intention of finding out how modifications in teacher talk, as an important source of language input in class, influences

11、 students comprehension and thus their language acquisition.As early as the 1950s, a group of American psychologists and educationalists led by Bloom classified objectives of learning into different categories. Six majorclasses of interrelated objectives were identified in the cognitive domain by Bl

12、oom, namely, knowledge, comprehension, analysis, synthesis and evaluation which were placed in ascending order from simple to complex. A higher class of objectives was built upon the classes that preceded it.In the 1970s, after several attempts at adapting the Bloom taxonomies, Valette produced a co

13、herent expression of objectives for language teaching and learning and arranged them in five stages, namely, mechanical skills, knowledge, transfer, communication and criticism. For each stage, relevant internal and external behaviors required of the students are stated explicitly.Since the 1980s, M

14、orris and his colleagues had tried to simplify Blooms taxonomies. They identified three levels of development in the cognitive domain: recognition comprehension application, and applied them in reading comprehension exercises. Morris and his colleagues not only designed reading comprehension exercis

15、es based on the three levels of cognitive development, but also concluded and made a list of language forms used in different exercises.Development of students cognitive abilities has always been one the most important goals of education as has been revealed in curriculum, tests and exercises design

16、. With an understanding of previous researches, the author of the present study assumes that since different language forms may involve students in different levels of thinking, teacher talk, as a most important language input in class, also plays an important part in the development of students cog

17、nitive abilities. Through rational choices of different language forms in their talk, teachers may play a better role in the development of students intellectual and cognitive abilities.On the basis of collecting first hand data from language classrooms, the author of the present thesis makes a quan

18、titative and descriptive analysis of native English and native Chinese primary school teacher talk from three aspects: use of directive words; use of questions; and the interactive mode between the teacher and students. The purpose of the present study is to analyze the cognitive orientation of prim

19、ary school teachers as reflected in their talk and find out the possible factors that lead to 更多还原 【关键词】 教师话语； 指令语； 提问语； 课堂互动模式； 认知思维导向； 【Key words】 teacher talk； directive words； questions； interactive mode； cognitive orientation； 参考文献： 中小学教师话语权的缺失与滥用 话语权是教师的基本权利，可这种权利长期以来没有引起教师们的足够重视，由此出现一方面是教师话语权

20、的严重缺失，一方面是严重滥用。缺失的问题在于外因，滥用的问题在于内因，如何改变这种状况，. 收录数据库：中文科技期刊数据库 来源：学校党建与思想教育：下半月 2009 年 第 7 期 作者：邓志祥 徐航飞 机构：江汉大学教育学院 武汉市第三十中学 中小学教师话语权的缺失与滥用 格式：pdf | 发布者：康熙普茉 | 发布时间：2010-11-26 话语权是教师的基本权利，可这种权利长期以来没有引起教师们的足够重视，由此出现一方面是教师话语权的严重缺失，一方面是严重滥用。缺失的问题在于外因，滥用的问题在于内因. 教师话语案例分析及改进思考从第八届全国初中英语教学观摩研讨会获奖教师的话语谈起 格式

21、：pdf | 发布者：小小鱼 913 | 发布时间：2011-07-25 本文以语言输入理论及输出理论为基础,运用观察、记录和文本转换等方法,分析了第八届全国初中英语教学观摩研讨会获奖教师话语,总结出了获奖教师话语的四个特征真实性、互. 小学教师话语及认知思维导向研小学教师话语及认知思维导向研究究 A Study of Primary School Teacher A Study of Primary School Teacher TalkTalk and Its Cognitive Orientation and Its Cognitive Orientation Based on Engl

22、ish and Chinese DatBased on English and Chinese Data a 【作者】 张艳； 【导师】 舒白梅； 【作者基本信息】 华中师范大学， 英语语言文学， 2005， 硕士 【摘要】 教学涉及大纲、教材、教学法等,但这一切都要通过实际的课堂教学才能得以体现和实现。到二十世纪六十年代末,由于比较教学法的结果令人失望,研究者开始将注意力转向课堂过程本身,进行课堂研究。 教师的课堂语言能力直接影响到教育的质量和水平。从语言学和教育学的交叉视角来看,不同的课程类型,如授课型、复习型或考试型,不同的教程阶段,如“热身”阶段、讲解阶段或练习阶段,以及不同的教学目的

23、,如讲授语言知识或训练语言技能,都应该有相应的教学语言来执行。 近年来,国内外对课堂教学语言的研究十分活跃。从研究方法和研究重点来看,对教师话语的研究主要经历了三个阶段:1) 早期的课堂话语分析开始将教师和学生的课堂话语进行分类。受行为主义心理学的影响,研究者主张客观分析可以观察到的课堂行为,并设计出观察方案,即分类系统(category system),对课堂师生行为进行分类记录,从而提出一套理想的课堂教师行为系统;2) 20 世纪 7080 年代的师生会话研究则从语篇结构和话题发展的角度对师生的话语行为进行语言特征和语意功能等方面的分析。研究者从社会学角度出发,关注课堂话语的结构和性质,将

24、课堂话语按教学功能分成一组“步”,即“话轮”(turn);3) 20 世纪 90 年代以来,研究者主要对教师语言行为与学生语言习得的关系进行研究。主要考察教师话语在语速、语调、用词、句法及话语结构上所表现出不同于自然语言的特征及其对学生语言习得的影响。 早在 20 世纪 50 年代,以 Bloom 为首的美国教育学家对教育目标进行过分类。在学生心智活动或思维方面,Bloom 等采用分类学的方法提出了相互联系逐步向高一层次发展的认知思维发展过程的 6 种类别:知识领会运用分析综合评价。 到了 70 年代,Valette 等在 Bloom 等的研究基础上提出了外语教学的 5 个阶段性训练活动:机械

25、性技能知识运用交际评论。其中每个阶段都列出了相应的内部认知行为和外部语言行为的表征。 80 年代以来,Morris 等将 Bloom 等的认知思维发展过程的 6 个类别简化 更多还原 【Abstract】 Teaching involves such aspects as curriculum, teaching materials, and teaching methodology. All these can only be really put into use and reality through classroom teaching processes. By the end of

26、 1960s, due to the fact that findings of comparing the relative effectiveness of different teaching methods turned out to be disappointing, researchers began to shift their attention from a comparative study of methodologies to classroom teaching and learning process itself.The quality of teacher ta

27、lk may have a direct influence on the results of learning. From the perspective of both language teaching and education, there is always a request for different types of teacher talk that suit the objectives of teaching and learning at different stages.Researches in teacher talk have been abundant b

28、oth abroad and in China. According to the methods adopted and their focuses, researches in teacher talk have mainly gone through three significant phases, namely, the phase of classroom interaction analysis, in which teacher talk and student talk has been classified into different categories, record

29、ed and studied, with the purpose of setting an ideal model for classroom interaction; the phase of classroom discourse analysis in 1970s and 1980s. Researchers made a study of teacher talk and student talk from the perspective of discourse structure, turn-taking and topic development and focused on

30、the nature and structure of classroom interaction, aiming to put forward a sequence of moves that all classroom interaction followed; Since 1990s, researchers began to pay attention to the relationship between teacher talk and students language acquisition with the intention of finding out how modif

31、ications in teacher talk, as an important source of language input in class, influences students comprehension and thus their language acquisition.As early as the 1950s, a group of American psychologists and educationalists led by Bloom classified objectives of learning into different categories. Si

32、x majorclasses of interrelated objectives were identified in the cognitive domain by Bloom, namely, knowledge, comprehension, analysis, synthesis and evaluation which were placed in ascending order from simple to complex. A higher class of objectives was built upon the classes that preceded it.In th

33、e 1970s, after several attempts at adapting the Bloom taxonomies, Valette produced a coherent expression of objectives for language teaching and learning and arranged them in five stages, namely, mechanical skills, knowledge, transfer, communication and criticism. For each stage, relevant internal a

34、nd external behaviors required of the students are stated explicitly.Since the 1980s, Morris and his colleagues had tried to simplify Blooms taxonomies. They identified three levels of development in the cognitive domain: recognition comprehension application, and applied them in reading comprehensi

35、on exercises. Morris and his colleagues not only designed reading comprehension exercises based on the three levels of cognitive development, but also concluded and made a list of language forms used in different exercises.Development of students cognitive abilities has always been one the most impo

36、rtant goals of education as has been revealed in curriculum, tests and exercises design. With an understanding of previous researches, the author of the present study assumes that since different language forms may involve students in different levels of thinking, teacher talk, as a most important language input in class, also plays an important part in the development of students cognitive abilities. Through rational choices of different language forms in their talk, teachers may