课堂教学再探索：构建课堂学习共同体

论文摘要

课堂教学作为目前学校教育最主要的教学方式,长期以来一直是众多的专家和研究者从不同的理论视角出发进行探索和研究的重点。进入二十一世纪以来,随着多学科研究相互交叉融合趋势的出现,以及后现代世界发展所呈现出来的快速、扁平、复杂的特点及不确定性,使得大量来自应用语言学、认知心理学甚至社会科学方面的理论被应用到研究中来,社会生态学研究视角开始凸现出来。由于对社会生态因数对初中英语课堂教学影响的现实关注,本研究依托Sinclair和Coulthard(1975,1991)所提出的课堂话语分析理论以及Lave和Wenger(1991)所发展的共同体理论,试图对现在的初中英语课堂教学进行研究,旨在分析将现存的初中英语课堂转变为学习共同体的障碍及机遇,并且对如何来构建学习共同体做出启示。本个案研究选取了某中学的两节英语课堂教学实录。采用课堂话语分析,主要对实际初中英语课堂教学活动中的师生交流和互动进行分析。Sinclair和Coulthard所提出的Sinclair and Coulthard Model或者叫Birmingham Model为本研究提供了分析框架。本研究的数据分析首先从话语角度出发,从最底层的话目着手,依次经过话步、回合、课段,直到最高层的课,逐层加以分析研究;从微观角度更深层次的理解和把握了初中英语课堂。分析结果显示,初中英语课堂的话语结构基本符合Birmingham Model,这反映了主导这结构的话语是教师话语,一种紧紧遵循着IRE或IRF课堂话语结构的“课程语言”。正是由于这样一种话语结构的存在,大大抑制了本应作为学习主体的学生的话语,使得学生不能从参与课堂教学活动中获取意义,新课程所倡导的体验、实践、参与、合作与交流的学习方式更无法在课堂教学活动中实现。其次,本研究再从共同体角度入手,分析了教师话语对课堂交际的控制,教师与学生的课堂互动以及教师话语对学生学习建构和机会的影响和控制。凸现出教师话语转变对初中英语课堂转变为学习共同体决定性影响作用。同时在分析当中也显现出来,教师话语转变的方向应当是从“课程语言”走向“生活语言”。从而使课堂教学中的交流话题更多地指向教师和学生的实际生活,尤其是学生的生活实际,使受抑制的学生话语得以展现;也使教师和学生使用的叙述方式和交流模式,能展示出学习共同体的特征。

论文目录

• Acknowledgements
• Abstract
• 内容摘要
• Chapter One:Introduction
• 1.Aims and Rationale for the study
• 2.The Structure of the Thesis
• Chapter Two:Literature Review
• 1.Class and the Approach to Classroom Teaching
• 1.1 The conception of class and the Approach to Classroom Teaching
• 1.2 The development and features of the Approach to Classroom Teaching
• 1.3 Review of the Approach to Classroom Teaching
• 2.The Task-based Learning
• 2.1 Definition of Task-based Learning
• 2.2 Features of Task-based Learning
• 2.3 Principles of Designing Tasks
• Chapter Three Theoretical Frame Work of Present Study
• 1.Introduction
• 2.Theories about Learning Community
• 2.1 The Concept of Community in Social Theories
• 2.2.Communities of Practice and Social Theory of Learning
• 2.3 Learning Community
• 2.3.1 What is Learning Community?
• 2.3.2 Learning Community in educational settings
• 3.Theories about Classroom Discourse Analysis
• 3.1 What is Classroom Discourse Analysis
• 3.2 Justifications for Classroom Discourse Analysis
• 3.3 A Brief Historical Overview of Classroom Discourse Analysis
• 3.4 The Sinclair and Coulthard model or Birmingham Model.
• Chapter Four Methodology
• 1.The Research Setting
• 2.Data Collection
• 3.Data Analysis
• Chapter Five Results Ⅰ The Conventional Structure Of The Classroom Teaching:A Discourse Perspective
• 1.Realization and Recognition of Acts
• 1.1 Situation
• 1.2 Tactics
• 2.The Structure and Classes of Moves in Junior Middle School English Classroom Discourse
• 2.1 Framing and Focusing moves
• 2.2 Initiating,Responding and Follow-up Moves
• 3.The Structure and Classes of Exchange in Junior Middle School English Classroom Discourse
• 3.1 The Structure of Exchange in Junior Middle School English Classroom Discourse
• 3.2 Types of Exchanges in Junior Middle School English Classroom Discourse
• 3.2.1 Teacher Elicitation
• 3.2.2 Teacher Information
• 3.2.3 Teacher Direction
• 3.2.4 Check
• 4.The Structure of Transactions in Junior Middle School English Classroom Discourse
• 5.The structure of lessons in Junior Middle School English Classroom Discourse
• 6.Summary
• Chapter Six Results Ⅱ Pedagogic Control & Learning in the Perspective Of Community
• 1.Teachers' Control of the Classroom Communication
• 1.1 Teachers' Control of the Content of the Lesson
• 1.2 Teachers' Control of the Structure of the Lesson
• 2.Teacher-student Interaction
• 2.1 Teachers' Control of the Patterns of Communication
• 2.2 Students' Discourse in Classroom Learning and Second Language Aacquisition
• 3.Teacher's control as the construction and opportunity for students' learning
• 3.1 Rethinking the Teacher's Ccontrol in the Classroom Teaching
• 3.2.Teacher's Discourse and the Initiation Phase of the Class
• 3.2.1 Teacher's discourse as the construction and obstruction of students' learning
• 3.2.2 Teacher's discourse as the construction of students' learning
• 3.2.3 Teacher's discourse as the understanding of life
• 4.Summary
• Chapter Seven Conclusion
• Bibliography
• Appendix