教师指令性言语行为国内外研究文献综述

教师的课堂言语行为在语言课堂教学中具有重要作用(Nunan,1991)。而教师的课堂指令性言语行为是教师组织教学、传授知识过程中发挥自身主导作用的重要手段,是课堂教学活动的重要组成部分,它贯穿整个课堂教学,成功有效的指令能使教与学相得益彰。     

教师有效课堂教学言语行为的基本要求

教师有效教学课堂言语行为是有效教学的重要保证,其基本要求包括:教师课堂教学言语行为要有目的性、有预设性、有针对性和灵活性。     

运用言语行为理论分析朝鲜语教师课堂话语——以初级朝鲜语课程为例

教师课堂话语是教师课堂教学的重要工具,教师课堂话语的使用数量和质量直接影响教师课堂教学质量和学生的学习效果。本文旨在运用言语行为理论分析初级朝鲜语教师课堂话语,揭示目前朝鲜语教师课堂话语存在的问题,以期帮助朝鲜语教师改进课堂话语,提高课堂教学质量。     

论课堂教学中的教师非言语行为

教师非言语行为作为课堂教学行为的重要组成部分,在教学过程中发挥着不可忽视的作用。教师非言语行为在课堂上主要表现为手部非言语行为、脸部非言语行为、身体非言语行为、副语言行为、空间语言行为。教师的非言语行为在辅助课堂教学、激发学生的学习兴趣、调控教学进程和增进师生情感方面有显著作用。在课堂教学中,教师要有意识地规范自身的非言语行为,要加强实践练习,提高非言语表达技巧,同时要适量,掌握好"度"。     

汉语国际教师纠正式评价言语行为的个案研究——以一名口语课教师为例

汉语国际教师在面对留学生时,在课堂教学中如何针对学生的问题实施纠正式评价言语行为?调查表明,无论是课堂秩序的维持,还是对学生回答瑕疵或错误的指正,教师都应慎用单纯纠正,而多用纠正前铺陈或纠正后舒缓。这样可以较好地贯彻言语行为理论中的合作原则,有效降低纠正的"非礼貌性",实现其言语行为所欲达成的教学目标。     

非言语行为在课堂教学中的应用及其功能探析

在课堂教学中,言语行为是教师传授知识的主要途径,而非言语行为作为行为交际中不可或缺的信息传递方式,其在课堂教学中发挥的辅助课堂教学信息的传递,教师对课堂管理、调控的作用越来越被众多的教师认可。本文试从课堂教学的主体,即教师、学生两个视角出发,分析课堂教学中教师与学生非言语行为的应用情况、行为方式,剖析非言语行为在课堂教学中的双向作用,开辟提高课堂教学质量的新途径。     

非言语行为:课堂教学不可忽视的方面

在课堂教学的过程中,教师往往只注重语言本身,而对于交际过程中的非言语行为视而不见。其实,课堂教学不仅有言语行为,而且还有极为丰富的非言语行为。言语和非言语行为是相互影响、共同作用的。教师在课堂内不由自主地发出的非言语行为直接影响课堂气氛、学生的情绪和感知、学习态度、学习效果以及师生关系。本文从非言语交际的定义、分类、特点和作用诸方面来分析其对于课堂教学的影响,其目的是引起教师对非言语交际的重视并把它们合理运用到课堂教学中,优化课堂教学,提高教学效果。     

中学化学教师课堂言语行为观察报告

作者对重庆部分中学化学教师的课堂言语行为作了细致的观察研究,论述了教师的课堂言语水平对课堂教学的影响,并指出了中学化学教师课堂言语行为的主流倾向及突出问题。     

教师非言语行为在课堂教学中的作用

在课堂教学过程中,言语行为是教师教授学生知识的主要途径,而非言语行为是教师用以传递情感的主要渠道.对于课堂教学而言,智力因素与非智力因素同等重要,因此我们不仅要关注教师的言语行为,同样要关注教师的非言语行为.本文分别从教师、学生、课堂教学三个方面加以分析,探讨教师非言语行为在课堂教学中的作用,旨在阐明教师的非言语行为与课堂教学中非智力因素的密切关系,强调教师非言语行为在课堂教学中的重要意义,开辟提升课堂教学质量的新途径.     

试论教学中教师的非言语行为

<正> 教师是课堂教学的组织者,他的人格魅力是一种巨大的精神力量,具有很强的教育作用;它是调节、制约课堂气氛的重要因素。教师在课堂教学中若能恰当地运用非言语行为,充分发挥非言语行为在课堂上传递信息的作用,便可使课堂教学收到事半功倍的效果。     

英语教师课堂话语中模糊限制语的语用功能分析

模糊限制语在言语交际中起着非常重要的作用.以英语课堂教师话语为切入点,运用合作原则、礼貌原则和面子威胁理论分析了教师模糊限制语的现象,进而探讨了其语用功能,希望教师能够合理利用模糊限制语营造和谐的课堂氛围,能够使用更得体、礼貌、准确的课堂语言组织教学.     

A Study on Politeness Strategy of Teachers' Language in College English Teaching

Teachers' language is one important part in college English teaching.Politeness is regarded as a powerful strategy in dealing with interpersonal interaction.Based on Lakoff's Polite Model,Leech's Politeness Principle,and Brown & Levinson's Politeness Theory,the author of this paper aims to explore politeness in teachers' language in the classroom context.     

First-Grade Classroom Behavior: Its Short- and Long-Term Consequences for School Performance

Effects of children's classroom behavior on school performance over a 4-year period are examined for a large, representative panel of beginning first graders. Scales developed from homeroom teachers' ratings of children in the spring of their first, second, and fourth years of school are used to predict spring marks in reading and math and spring scores on verbal and quantitative subtests from the CAT battery. The teachers' ratings cluster in three domains: Interest-Participation (I-P), Cooperation-Compliance (C-C), and Attention Span–Restlessness (A-R). The I-P and A-R ratings, but not C-C ratings, affect test score gains in first grade and marks in all 3 years. Behavior ratings from Year I also affect Year 2 and Year 4 performance, with indications that effects are understated over single-year periods. The importance of assessing classroom behavior in a longitudinal framework that allows for lagged and cumulative effects is discussed.     

教师课堂问题行为及其预防策略

教师课堂行为无论是旨在建立课堂秩序,还是为了实现教育目标,都不能违背法律与伦理要求这一前提.然而教师课堂问题行为恰恰背离了这一要求,从而在更一般的意义上引发教育秩序的混乱.避免教师课堂问题行为的发生,需要防止对学生课堂行为意义的偏差性建构,同时也需要充分认识惩罚在建立课堂秩序方面的限度.     

Teachers' differential behavior

This paper reviews research and theory pertaining to teachers' differential treatment of different students in the classroom. Research on the behavioral-mediation (or transmission) of teacher expectancies is the major source of information about teachers' differential behavior toward high and low achievers. The common behaviors in expectancy-mediation research are listed, together with their meta-analytic effect magnitudes. A proposed conceptualization of teachers' differential behavior distinguishes between (a) the relatively equitable distribution of teachers' feedback; (b) compensation of low achievers in the instructional domain; and (c) a reversed trend of providing a warmer emotional climate and more positive affect to high achievers. Subsequent discussion focuses on students' perceptions of teachers' differential behavior, with special emphasis on gaps between students' and teachers' perceptions in the affective domain. Latter sections of the paper review teachers' differential behavior toward specific student types, particularly toward teachers' pets, and teachers' differential behavior in the physical space of the classroom.     

顶岗支教实习学生教学反思现状调查及对策

教学反思是教师教学行为的重要组成部分,是教师专业化成长的主要途径和手段。通过问卷法和访谈法,发现实习生存在知识结构不合理、反思内容主要集中在课堂教学行为、反思不积极主动、缺乏对教学理念的高层次反思等问题,从而要求加强专业思想教育,培养学生反思的意识与自觉性;加强师范生教学技能与技巧的培养;激发教育实习基地的主动性;认真选派和培训指导教师;帮助学生掌握一定的反思策略。     

实践逻辑对影响教师课堂教学行为因素的案例分析

以教育社会学的视角透视理论与实践的关系,布迪厄的实践逻辑为教师的课堂教学行为影响因素寻找到了新的答案。具体表现为：权力资本制约着教师的教学行为;惯习指导着教师的教学行为;学校场域影响着教师的教学行为,上述因素使得新课改理念走进课堂困难重重。     

Relation between language experiences in preschool classrooms and children's kindergarten and fourth-grade language and reading abilities

Indirect effects of preschool classroom indexes of teacher talk were tested on fourth-grade outcomes for 57 students from low-income families in a longitudinal study of classroom and home influences on reading. Detailed observations and audiotaped teacher and child language data were coded to measure content and quantity of verbal interactions in preschool classrooms. Preschool teachers' use of sophisticated vocabulary during free play predicted fourth-grade reading comprehension and word recognition (mean age=9; 7), with effects mediated by kindergarten child language measures (mean age=5; 6). In large group preschool settings, teachers' attention-getting utterances were directly related to later comprehension. Preschool teachers' correcting utterances and analytic talk about books, and early support in the home for literacy predicted fourth-grade vocabulary, as mediated by kindergarten receptive vocabulary.     

新课程改革背景下教师课堂评价行为研究述评

随着新课程改革向纵深的发展,教师课堂评价行为逐渐从＂以分论道＂为主要目的向促进学生全面发展、促进教师教学效能感提升、构建和谐学习氛围的功能转变。现阶段,教师课堂教学评价行为在课堂评价活动的反馈方式、评价工具的选择、评价步骤的遴选上都呈现多样化发展。本研究拟对新课改背景下教师课堂评价行为的相关研究进行述评,以对新课程改革的实践教学评价活动提供可资借鉴的思考。     

言语交际中的礼貌问题探究

从礼貌研究的理论背景、礼貌与语言表达形式、制约话语礼貌的因素等方面对礼貌问题进行分析,指出人们在交际中不仅要使用礼貌的语言以实现语言美,更要使用得体的语言,以避免跨文化交际中的语用失误,确保交际的顺畅与成功。