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摘要本文试图对高中生物教师课堂话语反馈的情况展开调查研究。笔者通过课堂观察录音和访谈调查的研究方法调查高中生物教师课堂反馈话语，对专家型教师和新手型教师的课堂反馈话语予以比较并分析，得出专家型教师和新手型教师在课堂话语反馈的时间分布比例、类型以及具体的行为三个方面不存在显著的差异。研究结果表明，教师话语反馈时间占课堂时间的一半以上，反馈类型以初级反馈为主，如重复、简单表扬等反馈行为。在此基础上，笔者结合实际情况对教师提出课堂话语反馈的一些建议,尤其是新手型教师,可以通过课堂话语的反馈研究来反省自己所使用的课堂话语存在的不足与缺陷,从而不断地提高课堂教学的有效性。44006
Abstract This paper tries to research on the high school biology teachers' classroom discourse feedbacks. The author through the classroom observation research methods of recording and interview survey, classroom feedback discourse of high school biology teachers, expert teachers and novice teachers classroom feedback discourse to comparison and analysis, the three aspects of expert teachers and novice teachers in the classroom feedback discourse distribution ratio, time and type specific behavior is not significant the difference. The results of the study show that, the teacher verbal feedback time accounted for more than half of the class time, the type of feedback to the primary feedback based, such as repetition, simple praise and feedback behavior. On this basis, the author puts forward some suggestions according to the actual situation of the classroom discourse feedback to teachers, especially the novice teachers, through the feedback of classroom discourse to reflect on the deficiency of their classroom language use, so as to continuously improve the effectiveness of classroom teaching.
毕业论文关键词：话语反馈； 专家型教师； 新手型教师；高中生物课堂
Keyword: discourse feedback； expert teachers ； novice teachers；high school biology class
目 录
1.引言 4
2.教师话语反馈的概念界定 4
3.教师话语反馈的类型 4
4.研究对象及方法 5
4.1研究对象 5
4.2研究方法 5
5.调查结果与分析 6
5.1话语反馈时间特征 6
5.1.1教师话语反馈时间与学生话语反馈时间及方差检验 6
5.1.2结果与讨论 7
5.2教师话语反馈类型特征 7
5.2.1教师话语反馈类型及方差检验 7
5.2.2结果与讨论 8
5.3教师话语反馈的行为特征 8
5.3.1教师各话语反馈的具体行为次数及方差检验 8
5.3.2结果与讨论 9
6.结论 9
6.1课堂以教师反馈话语为主 9
6.2简单的积极反馈在话语反馈中占主导地位 9
6.3明确纠错极少 10
7.建议 10
7.1合理平衡教师反馈话语时间和学生反馈话语时间 10
7.2综合使用各种反馈行为