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高中英语优质课师生互动中的教师支架对学生英语学习的影响研究
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Abstract:
本研究采用课堂观察和话语分析的方法，对五节高中英语优质课师生互动中的教师支架使用情况及其对学生英语学习的影响进行了观察与分析。研究发现：高中英语教师能在师生互动中搭建支架帮助学生学习，但不同支架类型使用情况分布不均，提问与反馈支架使用频率较高，其次是解释和说明支架，暗示和示范支架使用频率最低；教师支架的有效使用对学生的英语学习有促进作用。基于上述研究发现，本文建议：使用支架促进学生的学习与认知发展；区分不同支架类型，灵活有效使用支架；充分发挥支架作用，促进学生思维能力发展。
This study adopts classroom observation and discourse analysis to observe and analyze the use of teachers’ scaffolding in teacher-student interaction in five high-quality high school English classes as well as its impact on students’ English learning. Research has found that during teacher-student interaction, high school English teachers can build scaffolding to help students learn English, but the distribution of different types of scaffolding use is uneven. The frequency of questioning and feeding back is higher, followed by explaining and instructing, and the frequency of giving hints and modeling is the lowest. The effective use of teacher scaffolding has a promoting effect on students’ English learning. Based on the above research findings, some pedagogical implications are put forward for teachers: using scaffolds to promote students’ learning and cognitive development; distinguishing different types of scaffolding and using them flexibly and effectively; giving full play to the role of scaffolding and promoting the development of students’ thinking abilities.
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