摘要
借助弗兰德斯互动分析系统，结合师生课堂语言实录和教学录像，从教师话语和课堂沉寂两个维度分析比较专家、熟手和新手教师在高中英语阅读课上的言语行为以及阅读教学效果，我们得出以下结论：在问题设计与提问，候答和理答策略的运用上，其合理程度依次为专家教师、熟手教师和新手教师；专家、熟手和新手教师在问题类型及其比例方面均有待进一步优化。作者建议如下：关注问题有效性，培养学生批判性思维；合理运用候答策略，有效利用教学时间；合理运用理答策略，提高课堂互动质量。
Taking expert, proficient and novice English teachers in senior high school as samples, this paper analyzes and compares their verbal behaviors and related teaching effects in reading class from two aspects, teacher talk and classroom silence, by adopting Flanders Interaction Analysis System, by observing the video clips and by analyzing the teacher＇ s and students＇ talk. The main findings are as followed. The extend of reasonability to which the three teachers design and ask questions, use strategies of rational response and waiting response decreases successively from expert teacher, proficient teacher to novice teacher their ratio of question types need be improved. To solve these problems, the authors offer following suggestions： All the three teachers should design some evaluation questions to develop their students＇ critical thinking; novice teachers should develop their teaching strategies of waiting response to students＇ answers for effective teaching; both novice and proficient teacher should develop their rational response to improve the quality of classroom interaction.
出处
《课程·教材·教法》
CSSCI
北大核心
2011年第12期51-56,共6页
Curriculum，Teaching Material and Method
关键词
专家教师
熟手教师
新手教师
问题设计与提问
候答
理答
expert teacher
proficient teacher novice teacher question designing and asking waiting response
rational response
