大学课堂互动中的鼓励性话语与英语教学

VIP免费

3.0 陈辉 2024-11-19 47 4 689.74KB 77 页 15积分

侵权投诉

摘要

教与学是紧密联系在一起的，教学的有效性将会产生学生学习的高效率。课堂教

学是大学英语教学的基本模式。通常意义上，教室是学生与教师以及学生之间互

相交流的场所。在老师眼中，通常有三种类型的学生－优秀学生、中等学生、差

学生。尽管这些学生的学习表现及能力不尽相同，但是他们都有各种学习需求及

动机，教师要很好地了解他们，以满足不同的学习动机。

教学有效的教师必须清楚地明确自己的角色与责任，他们应与学生有良好的互动。

事实上，也有三种类型的老师，他们是解释书本的人、参与者以及使作者。这三

种类型的老师体现了两种教学模式，即以教师为中心的模式和以学生为中心的模

式。

传统的教学模式就是以教师为中心的模式，即老师讲课，学生以记笔记为主，课

堂上没有太多的表达与交流。然而，各种课堂试验证明以学生为中心的教学模式

有更多的优势。它能帮助老师制定有效的课堂计划来满足不同学生的学习需求。

本质上来说，以学生为中心的模式可以满足每个学生的需求。除此以外，这种模

式还可促进课堂上的交流，让学生在语言课上得到充足的锻炼，为练出流利的口

语走出一条捷径。

不管是什么教学模式，教师的鼓励性话语对学生来说是至关重要的，尤其对于那

些中、低程度的学生更是如此。鼓励性话语是指一种非评价性的，能让听者感受

到振奋的话语，体现了说者的关心与激励。简单地说，鼓励性话语是能够让听者

感受到说者传递的勇气、信心与希望的口头话语。从语用学角度来说，鼓励性话

语涉及言语行为及语境理论。通过分析，我们得知，鼓励性话语是在一定的情形

下出现的，它的说出是带有一定的意图的。当然，除了教师鼓励学生的常见模式

之外，这篇论文还详细描述了学生鼓励老师以及学生之间相互鼓励的两种模式。

此篇论文的前半部分介绍了一些教育心理学的理论，包括皮格马立翁效应在教学

中的应用，以及鼓励性话语在语用学上的分析等。论文的后半部分主要介绍了三

种课堂中鼓励性话语的模式，即教师鼓励学生、学生鼓励教师和学生相互鼓励。

除此之外，此篇论文还提供了各种实例来论证鼓励性话语的重要性。除了上述所

述内容，文章的最后还列出一些关于实施鼓励性话语时需注意的问题。比如，鼓

励性话语要讲究度，鼓励话语与赞美之词的区别，以及鼓励差生时要注意根据他

们不同的情境来区别对待等。

关键词：鼓励性话语教学学习教师学生课堂互动

ABSTRACT

Teaching is closely linked with learning. Effective teaching will lead to high efficiency

of students’ learning. Classroom teaching is the basic form of college English teaching.

A classroom is the main place where students communicate with each other as well as

with their teachers, and practice their language skills. Generally speaking, there are

three kinds of students in teachers’ eyes, excellent, average and poorly-performing

students. Although their academic performance and ability are different, these students

cherish different learning needs and motivations, which require teachers to have a good

knowledge of them and meet their needs.

As effective teachers, they should know clearly their roles and responsibilities. They

should have constructive interactions with students. There are also three kinds of

teachers: explainers, involvers and enablers. These three types of teachers practise two

modes of teaching patterns, that is, teacher-centered pattern and student-centered

pattern.

The traditional teaching mode is a teacher-centered pattern, in which teachers give

lectures and students take notes without much expression and communication in

classroom interactions. However, various classroom experiments have proved that the

student-centered teaching pattern has so many advantages. It helps teachers design

effective instruction for every member in the classroom, no matter what his or her

diverse learning needs are. By nature, student-centered teaching is adaptable in meeting

the needs of every student. It also promotes more communication in the classroom, by

which students get improved in actively producing meaningful conversations and they

take a more direct route to fluency than they would take.

Whatever the pattern is, teachers’ encouraging discourses are vital to students,

especially to those average and poorly-performing ones during creating an effective

learning environment. The words of encouragement refer to those evaluative and

emotive ones, caring about how a particular student feels, and getting him or her feel

encouraged. To put it in a simple way, encouraging discourses are those verbal

expressions which make a particular person feel encouraged, more confident and filled

with hope. From the perspective of pragmatics, encouraging discourses involve speech

acts constructing and understanding in context, by which we will know that encouraging

discourses happen under certain situations with certain intentions. However, teachers’

encouraging mode is not enough in teaching and learning. This thesis also elaborates on

another two modes of encouragement, that is, students encouraging teachers and

students encouraging each other within a classroom.

The first half of this thesis introduces some theories of educational psychology,

including the application of the Pygmalion Effect in classroom, and the pragmatic

analysis of encouraging discourses. The second half of this thesis mainly introduces

three kinds of encouraging patterns in classroom interactions, that is, teacher-student

encouragement, student-teacher encouragement and student-student encouragement. In

addition, various kinds of examples will be used to further note the importance of

encouragement in classroom interactions. Apart from the above contents, the final

chapter also offers some points that should be paid attention to when using

encouragement, such as the difference between praise and encouragement, how to strike

a balance between correction and encouragement, and the different use of

encouragement to poorly-performing students according to their different aptitudes.

Key words: encouraging discourses, teaching, learning, teachers,

students, classroom, interaction

Table of Contents

摘要

ABSTRACT

Introduction .......................................................................................................................1

Chapter 1 Teaching and Learning ..................................................................................... 4

§1.1 What is teaching? ...............................................................................................4

§1.2 What is learning? ............................................................................................... 4

§1.3 The relationship between teaching and learning ................................................4

§1.4 Three types of students in a class .......................................................................5

§1.4.1 Features of excellent students .................................................................. 5

§1.4.2 Features of average students .................................................................... 6

§1.4.3 Features of poorly-performing students ...................................................7

§1.4.4 Teachers’ general attitudes towards three types of students .....................7

Chapter 2 The Pygmalion Effect .......................................................................................8

§2.1 The definition of the Pygmalion effect .............................................................. 8

§2.2 The origin of the Pygmalion effect .................................................................... 8

§2.3 A practical application of the Pygmalion effect .................................................9

§2.4 Pygmalion in the classroom ............................................................................. 10

Chapter 3 Educational Psychology ................................................................................. 12

§3.1 What is educational psychology? .....................................................................12

§3.2 About learning ................................................................................................. 12

§3.2.1 Cognitive learning ..................................................................................13

§3.2.2 Attitudes to learning ...............................................................................14

§3.2.3 Maslow’s hierarchy of needs ................................................................. 14

§3.2.4 Motivation of learning ........................................................................ 16

§3.2.4.1 The definition of motivation ........................................................ 16

§3.2.4.2 Extrinsic and intrinsic motivation ................................................16

§3.2.4.3 The use of incentives ................................................................... 16

§3.2.4.4 Expectancy Theories of Motivation .............................................17

§3.2.4.5 Achievement motivation .............................................................. 17

§3.2.4.6 Teacher expectations of student achievement ..............................17

§3.2.4.7 Some ways for motivating students ............................................. 18

§3.3 About teaching ................................................................................................. 20

§3.3.1 Three kinds of teacher ............................................................................20

§3.3.1.1 Teacher A: the explainer .............................................................. 20

§3.3.1.2 Teacher B: the involver ................................................................21

§3.3.1.3 Teacher C: the enabler ................................................................. 21

§3.3.2 Effective teachers ...................................................................................22

§3.3.3 Teachers’ roles and responsibilities ....................................................... 23

§3.3.3.1 The roles of teachers .................................................................... 23

§3.3.3.2 The responsibilities of teachers ....................................................24

§3.3.4 Teacher-student interaction .................................................................25

§3.3.4.1 Attitudes toward various students ............................................. 26

§3.3.4.2 Teacher-expectation effects ...................................................... 26

§3.3.5 Student-student interaction .................................................................... 27

Chapter 4 The Application of Pragmatics to the Act of Encouragement ........................ 29

§4.1 Speech act theory ............................................................................................. 29

§4.1.1 Three parts of a speech act .....................................................................29

§4.1.1.1 Locutionary act ......................................................................... 30

§4.1.1.2 Illocutionary act ........................................................................ 30

§4.1.1.3 Perlocutionary act ..................................................................... 30

§4.2 About context ................................................................................................30

§4.3 What are encouraging discourses? ...................................................................31

§4.3.1 Definition of encouraging discourses .................................................... 31

§4.3.2. Social, cultural and psychological backgrounds of encouraging

discourses .......................................................................................................... 31

§4.3.2.1 Social needs for encouraging discourses ..................................... 31

§4.3.2.2 Cultural needs for encouraging discourses .................................. 33

§4.3.2.3 Psychological needs for encouraging discourses .........................33

§4.3.3 Examples of encouraging discourses in classroom ................................34

§4.4 Microcosmic and macroscopic effects of encouraging discourses .................. 36

§4.5 The pragmatic analysis of the encouraging discourses ....................................37

§4.5.1 The constitution of an encouraging discourse ....................................... 37

§4.5.2 Contexts under which encouraging discourses happen ......................... 38

文档加载中……请稍候！
如果长时间未打开，您也可以点击刷新试试。

下载文档到电脑，查找使用更方便

15 积分 4人已下载

立即下载 VIP免费下载

摘要：

摘要教与学是紧密联系在一起的，教学的有效性将会产生学生学习的高效率。课堂教学是大学英语教学的基本模式。通常意义上，教室是学生与教师以及学生之间互相交流的场所。在老师眼中，通常有三种类型的学生－优秀学生、中等学生、差学生。尽管这些学生的学习表现及能力不尽相同，但是他们都有各种学习需求及动机，教师要很好地了解他们，以满足不同的学习动机。教学有效的教师必须清楚地明确自己的角色与责任，他们应与学生有良好的互动。事实上，也有三种类型的老师，他们是解释书本的人、参与者以及使作者。这三种类型的老师体现了两种教学模式，即以教师为中心的模式和以学生为中心的模式。传统的教学模式就是以教师为中心的模式，即老师讲课，...

展开>> 收起<<

大学课堂互动中的鼓励性话语与英语教学.pdf

共77页,预览8页

还剩页未读，继续阅读

大学课堂互动中的鼓励性话语与英语教学

相关推荐

开通VIP享超值会员特权

作者详情

相关内容

推荐作者

热门标签

举报选择: