共查询到20条相似文献，搜索用时 15 毫秒
1.
William S. Carlsen 《科学教学研究杂志》1993,30(5):471-481
This article describes the effects of science teacher subject-matter knowledge on classroom discourse at the level of individual utterances. It details one of three parallel analyses conducted in a year-long study of language in the classrooms of four new biology teachers. The conceptual framework of the study predicts that when teaching unfamiliar subject matter, teachers use a variety of discourse strategies to constrain student talk to a narrowly circumscribed topic domain. This article includes the results of an utterance-by-utterance analysis of teacher and student talk in a 30-lesson sample of science instruction. Data are broken down by classroom activity (e.g., lecture, laboratory, group work) for several measures, including mean duration of utterances, domination of the speaking floor by the teacher, frequency of teacher questioning, cognitive level of teacher questions, and student verbal participation. When teaching unfamiliar topics, the four teachers in this study tended to talk more often and for longer periods of time, ask questions frequently, and rely heavily on low cognitive level questions. The rate of student questions to the teacher varied with classroom activity. In common classroom communicative settings, student questions were less common when the teacher was teaching unfamiliar subject matter. The implications of these findings include a suggestion that teacher knowledge may be an important unconsidered variable in research on the cognitive level of questions and teacher wait-time. 相似文献
2.
Ian Mitchell 《Research in Science Education》2010,40(2):171-186
This paper distils 24 years of classroom research into promoting quality learning in science classrooms to develop an overall
framework for better understanding and describing both the learning and the teaching approaches that stimulate and support
it. For me, quality learning is characterised by adjectives such as informed, purposeful, reflective, intellectually active,
metacognitive and independent. Central to quality learning is the role of talk, and central to promoting talk which promotes
quality learning are certain teacher behaviours. I first focus on the ways that teachers behave in the classroom in order
to promote, react to and use student talk. These behaviours are summed up in a list of twelve principles for quality teaching.
Each of these principles requires, as well as appropriate teacher behaviours, the use of effective teaching procedures. I
then focus on four kinds of student talk that exemplify informed, purposeful, reflective and intellectually active thinking.
These variously involve students’ existing ideas and explanations; increasing student ownership of practical activities; constructive
challenges to the teacher (or text’s) idea, and lateral, reflective ‘thinking’ questions. 相似文献
3.
会话分析被认为是话语分析的一个重要部分,而课堂教学研究的一个重要分支是课堂会话分析。该文以中外学者会话分析研究理论为依据,通过描述性地研究高职英语专业综合英语教学中的典型的课堂会话,不仅仅限于对教师话语的分析,同时结合外语教学以学习者为中心,教师在教学过程中处于主导地位这一现代外语教学理念,探索高职综合英语课堂教师话语的适当性及其对促进课堂师生交流的意义,旨在为外语教学提供借鉴。 相似文献
4.
English teachers mainly pass on knowledge through teacher talk in China. This paper focuses on the analysis of characteristics of teacher talk and discusses some ways to make teacher talk more comprehensible for learners' input. It has been concluded that with conscious improvement or exploration on teacher talk in practice, teachers can greatly enhance their teacher talk and make an effective combination between teacher talk and comprehensible input. 相似文献
5.
Michael R. A. Drake 《Studying Teacher Education》2016,12(3):244-266
In some forms of practice-based teacher education, one important task for the teacher educator is to undertake in-the-moment coaching during rehearsals of practice. However, being such a coach is a new role for many teacher educators and requires a different skill set to other forms of teacher educator practice. In addition, there is little literature to which teacher educators can turn when seeking to address the problem of enactment in this context. This article seeks to address this gap in the literature. It reports a self-study undertaken by one mathematics teacher educator as he learned to coach pre-service teachers on the fly, while in turn they learned to orchestrate whole-class mathematical discussions. It seeks to illustrate how the process of journaling can support the journey of discovery that is the development of new practice. Through consulting the literature and story-telling, a picture is painted of how the educator addressed early concerns such as “what is a coach supposed to do?” and “what should a coach pause a rehearsal to talk about?” and began to master coaching – work that was never routine, but rather situated, adaptive, and responsive. The stories draw from a personal journal of field notes and reflections from such events as student rehearsals, lesson conferences, team meetings, reading student work, and professional reading. Journal entries from 12 rehearsal cycles over four years were consulted. 相似文献
6.
试论改进中学英语课堂教学中的教师话语 总被引：3，自引：0，他引：3
乔明文 《渭南师范学院学报》2002,17(6):86-89
教师话语占用的课堂时间越多，学生参与练习的机会就越少，教师话语的数量和质量的某种程度上会影响甚至决定课堂教学的成败。在分析了影响教师话语的因素以及目前教师话语在中学英语课堂教学中的使用状况这后，本文提出了改进教师话语的有效方法；改变教师在课堂上的角色，合理规划教师话语，改变单一的提问模式，对回答积极反馈。 相似文献
7.
Insim Park 《Educational Research and Evaluation》2013,19(5):461-485
This study explored the effects of teacher commitment on student achievement. Three teacher commitment dimensions of organizational, professional, and student commitment were derived. The three-dimensional teacher commitment measurement model was tested by a confirmatory factor analysis. Then, the relationships among individual and organizational variables, teacher commitment, and student achievement were analyzed by a 2-level hierarchical linear modeling method. As the results, the greater portions of teacher commitment and student achievement variances were within schools. The individual and organizational variables had differential impacts on each teacher commitment dimension. Finally, while teacher commitment effects on student achievement were differentially found depending on teacher commitment dimensions at the individual level, there was no evidence to support significant impacts of teacher commitment on student achievement at the organizational level. 相似文献
8.
在大学英语口语课堂之中,教师的话语已然成为了英语教学中关键地一个研究领域。教师话语的功能性特征对促进学生交流、调节课堂氛围具有十分显著地意义。基于此,本文将对当前大学英语口语课堂教师的课堂话语进行调查,最后对口语课堂教师话语的功能性进行分析。 相似文献
9.
运用课堂录音、课堂观察、问卷调查和教师访谈的方法,对多媒体教学模式下高职院校公共英语课堂教师话语的话语量、母语及目的语的使用比例、话语内容、提问方式及反馈方式进行系统分析。结果表明,在多媒体教学模式下,高职英语教学仍然是以传统的以教师为中心的教学模式为主。 相似文献
10.
George W. Chilcoat 《Instructional Science》1989,18(4):289-314
Teachers spend a considerable amount of classroom time talking to students. Much of this talk revolves around expository presentations of information. Teachers claim the reason for the quantity of teacher talk is to clarify instruction to students. However, discrepancies can exist between what teachers assume are the benefits of their talk and how students learn from such talk. To match students' abilities to learn, teachers must produce clearer instructional presentations. This article proposes the importance of structure in developing sound teacher expository presentations. Nine instructional behaviors based on correlational and experimental research during the past two decades are presented in the form of teacher guidelines to maximise precision and structure in teacher talk in order to facilitate student achievement. 相似文献
11.
Christine Maynard Karen M. La Paro Amy V. Johnson 《Journal of Early Childhood Teacher Education》2013,34(3):244-261
Classroom-based experiences, alternatively known as practica, are an integral component of undergraduate teacher preparation programs, which provide students essential opportunities to apply knowledge in practice. Though much is known about student teaching, much less is known about students’ earlier classroom-based experiences. This qualitative study explores how early childhood care and education students describe their early classroom-based experience. Thirty-four students enrolled in a teacher preparation program participated in interviews, submitted journals, and responded to survey questions about their early classroom-based experience. Results are presented in terms of how students talk about their experiences—belonging or not belonging in the classroom—and what students talk about when discussing their experiences, including communication, support, freedom, new learning, and “the children.” These themes are discussed in terms of students’ experiences in the classroom and implications for undergraduate teacher preparation in early childhood education. 相似文献
12.
教师话语贯穿于课堂教学的整个过程,不仅是教师完成教学计划的辅助工具,更是课堂语言输入的主要来源,在教师进行课堂教学及学生完成语言习得的过程中具有至关重要的作用。因此,开展教师话语研究具有重要的指导意义及实践价值。通过对上海市中等职业学校教师教学法改革交流评优活动参赛课(公共英语组)中评选出的优秀获奖课和未获奖课之间的教师话语进行对比分析,研究这两类课在教师话语方面的差异,从而揭示中职英语优质课教师话语的使用特点,并希望以此促使中职英语教师更多的关注并优化英语课堂上的教师话语,提高课堂教学质量。 相似文献
13.
From a sociocultural perspective, teacher identity is constructed in relation to others, including other teachers and students. Drawing on positioning theory and the concept of investment, this study analyzed the case of a secondary English teacher who negotiated his teacher identity in relation to English language learners (ELLs). Findings indicated that the teacher made an investment in ELLs' identity by positioning them as like any other student. The desired return on the teacher's investment was a strengthened self-positioning as a natural and highly competent teacher. The implications of teacher investment in learner identity for teacher practice, learner identity construction, and teacher education are discussed. 相似文献
14.
SONG Yin xiu 《渭南师范学院学报》2002,(Z1)
Ｔｅａｃｈｅｒｔａｌｋ (ＴＴ)ｉｓｏｆｃｒｕｃｉａｌｓｉｇｎｉｆｉｃａｎｃｅｆｏｒａｌｌｃｌａｓｓｒｏｏｍｓ ,ｅｓｐｅｃｉａｌｌｙｔｈｅＥｎｇｌｉｓｈｌａｎｇｕａｇｅｔｅａｃｈｉｎｇｃｌａｓｓｒｏｏｍ ,ｂｅｃａｕｓｅｉｎＥｎｇｌｉｓｈｔｅａｃｈｉｎｇ (ＥＴ) ,ｌａｎｇｕａｇｅｉｓｎｏｔｏｎｌｙｔｈｅｏｂｊｅｃｔｉｖｅｏｆｔｈｅｃｏｕｒｓｅ ,ｂｕｔａｌｓｏｔｈｅｍｅｄｉａｔｏａｃｈｉｅｖｅｔｈｅｏｂｊｅｃｔｉｖｅ.Ｂｏｔｈｔｈｅｏｒｇａ ｎｉｚａｔｉｏｎｏｆｔｈｅｃｌａｓｓｒｏｏｍａｎｄｔｈｅｐｒｏｃ… 相似文献
15.
This article examines teacher formulations in teacher-fronted whole class interactions. Using conversation analysis (CA), we have analysed topic talk between teachers and students (12–16 years old) in Norwegian classrooms. We have identified three sub-groups of teacher formulations—transforming, challenging, and summarising formulations. We show how teacher formulations in topic talk are an important part of teaching and that the formulations serve different and specialised functions in classroom interactions. Our main finding is that teachers use the formulations to establish a shared pedagogic focus, the learnable. This study contributes by providing knowledge on formulations as a pedagogical device and by accumulating knowledge about the practice of formulation in general. 相似文献
16.
《校园英语(教研版)》2015,(34):45-46
For many learners,language class is the main place to learn and use the target language and the quality and quantity of teacher talk affect even decide the success of language class.The article analyses type and characteristics of teacher talk and proposes effective strategies of teacher talk. 相似文献
17.
Teacher talk (TT for short) in China’s ELT (English as Foreign Language Teaching) classroom teaching refers to the speech that the teacher uses to speak to students when the teacher undertakes teaching tasks and spread knowledge. This article will firstly introduce teacher talk briefly and then analyze some strategies with regard to TT with the ultimate purposes of illustrating how effective teacher talk contributes to the good relationship between teacher and students in ELT classroom. 相似文献
18.
教师话语(teacher talk)作为语言课堂教学的主要语言输入和教学媒介,对学生的语言输出、课堂参与度、学习态度及整个语言学习的过程有着极其深远的影响。主要探讨了大学英语交互式课堂中的教师话语的特征及不足,并结合教学实践提出了相应的建议,旨在促进教师课堂话语的效能。 相似文献
19.
The purpose of this study was to examine: (a) the role of teacher talk in promoting peer interaction, (b) the adequacy of
social IEP objectives to reflect children’s social functioning and guide provision of teacher talk, and (c) differences in
children’s peer interaction and teacher talk in inclusive and segregated settings. Thirty children with disabilities and their
teachers participated. Overall, we observed low rates of teacher talk thought to support peer interaction; however, when teachers
verbally facilitated peer interaction, children were observed interacting more frequently with peers. Children’s social IEPs
accurately reflected their current level of social functioning. However, the social IEPs appeared to fail to influence teacher
intervention. Finally, children with disabilities in inclusive settings interacted with peers more than children in segregated
settings, even though there was no significant difference in amount of teacher talk in the two settings. 相似文献
20.
教师话语是教师在外语课堂上组织和从事教学所使用的语言。由于缺乏英语语言学习的外部环境,教师话语就成为学生语言输入的主要来源。然而,在教学过程中,许多教师只重视教授的内容,不注重学生的可理解程度,这严重阻碍了学生的语言习得过程。本文探讨了教师话语与可理解性输入的关系,并提出了使教师话语更容易被理解的方式。 相似文献