初中數(shù)學(xué)新手教師與專家教師課堂語言互動(dòng)比較研究--基于iFIAS視角.pdf

1、分類號(hào)UDC’IIIIIIIIIIIIIIIIIIIIIY3431919學(xué)號(hào)：叢蘭!魚Q墨墨晝密級(jí)。：埸小久譬Yf氣NGZHOUUNIVERSITY碩士學(xué)位論文(全日制專業(yè)學(xué)位)初中數(shù)學(xué)新手教師與專家教師課堂語言互動(dòng)比較研究——基于iFIAS視角于佳文指導(dǎo)教師姓名一’縫呈出塾撞：=塹劌態(tài)鱟：亟蒸塑型：絲麴Q2。：，=：二鲞!生塑熬撞，查劌堂墮，姿蒸盔世L絲墅QQ一一；申請(qǐng)學(xué)位級(jí)別：亟二學(xué)科專業(yè)名稱l：，堂盤墼堂(麴堂2“?！墩撐奶峤荒科?/p>

2、：2Q里墾生壘旦2Q旦論文答辯日期：至Q絲生月：2Z旦二_學(xué)位授予單位：：塹幽盤堂學(xué)位授予日期：至Q]墨生壘旦：墨Q旦‘_答辯委員會(huì)主席：：奎塑』鏊撞一。2018年’5月一一——————————————————————————————————————————————————————————————一AbstractC1assroomteachingisthemostimportantformofeducation，whichaffect

3、sthedevelopmentofstudentsinmanyaspectsLanguagebehavioristhemaininteractivemodeofclassroomteachersandstudents，accountlngforabout80％ofallteachingbehaviorEffectivelanguagebehaviorinteractioncarlarousestudents’interest1nlear

4、ningandguidestudentstoconstructknowledgesystemactivelySOthelanguagebehaviordeterminesthee恐ctivenessofteachingIn1960s，anAmericanscholarFlanders(NAFlanders)proposedaclassbehavioranalysistechnologyFlandersInteractiveAnalysi

5、sSystem，referredtoasFIASThissystemtransformstheclassroomlanguagebehaviorintovisualdatathencarriesonthestatisticalanalysis，obtainingobjectivelycharacteristicandexistingquestionsofthelanguageinteractionbehaviorofclassroomt

6、eachersandstudentsBasedonthetheoreticalbasisoflanguageinteraction，thisthesismadeanalysisandcomparisonsoflanguagebehaviorinteractionsofexpertteachersandnoviceteachers’normalclassroomteachlngbyi11terviewsofrelatedstudentsa

7、ndbyusingtoolsoftheimprovedFlandersInteractionAnalysisSystem(iFIAS、andIRFdiscoursemodeindepthSpecificallychoosethreejuniorschoolmathenlaticaleXpertteachersandthreenoviceteachersanddividethemintothreegroupsAnoviceteachera

8、ndanexpertteacher1SinonegroupandthesamegroupofteachersteachthesamecontentsThen，foreachgroupoIclassroomteaching，wecarryonquantitativeandqualitativeanalysisfromfourdimensionsoflanguagestructure，1anguagestyleofteachers，teac

9、herstudentinteractionpatternsandquestiontypesofteachersInthisway，weobtainedcharacteristicsanddifferencesofteacher—studentteachers’classroomteaching，andsummedsomelackslanguageinteractions1anguageinteractionsofnoviceteache

10、rsandexpertofnoviceteachersinaspectsofteacherstudentOurresearchesshowthatnoviceteachersandexpertteachersinclassroomteachingareabletoexchangeandinteractwithstudentsinactivestrengtheninglanguagebehaviorNoviceteachersmainly

11、givelecturesinsimpleteacherstudentinteractionpatternswithlitterchangesintheIRFstructureNoviceteachersgivemanyclosedquestions，whileexpertteachersmainlygiveindirectlycreatingandopeningquestionswhichpromoteteacherstudentlan

12、guageinteractionsinclassroomteachingAccordingtotheaboveresults，theauthorputforwardsomestrategiesforreferencestojuniorschoolmathematicalteachersinaspectsofteacherstudentlanguageinteractionsinclassroomteachingIhesestrategi

13、esinclude：setupcorrectviewsofteaching；establishgoodrelationshipswithstudents，createhan_noniousclassroomatmosphere；enrichinteractionmodes；improvequalityofquestionsAtthesametime，theauthorputsforwardsomemattersfornoviceteac

14、hersThemattersconcluderespectingstudents，iml；，rovingthemselvesknowledge，enhancinganalysisabilityoftextbookandenrichingclassroommanagementshllsKeywordsjuniorschoolmathematicalteaching；languageinteraction；noviceteacher；exp