课堂师生互动的现场研究

【作者】 滕秀芹；

【导师】 宋广文；

【作者基本信息】 曲阜师范大学 ， 教育学原理， 2003， 硕士

【摘要】 师生互动在西方教育社会学中是一个专门的研究领域，在20世纪70年代形成之后发展迅速。这主要是因为二战后西方国家教育机会均等政策的失败，人们从关心形式均等转向实质均等，从研究学校外部的各种制度转向学校内部的各种过程，师生互动自然成为学者们关注的重点。 师生互动作为一种特殊的人际互动，指在师生之间发生的一切交互作用和影响。师生之间的交往，主要又存在于正式的教学过程之中，因此，研究课堂教学中的师生互动，对于研究师生交往具有重要的价值。课堂师生互动，是教师和学生在课堂情境中进行的相互影响、相互作用。在课堂师生互动这一领域的发展中，欧美学者进行了大量的理论与实证研究。本文从实证的角度展开论述，全文共分四个部分。 第一部分：课堂师生互动的理论分析及历史考察。首先，对师生互动、师生关系及师生交往的概念界定和对课堂师生互动的过程、类型及内涵、实质的理论分析。由于学者们对师生互动研究的视角不同，所以分类不一。尽管对互动的分类不一，但师生互动是师生双方相互界定、相互影响、不断适应、随时调整的过程及获得知识、弘扬个性、完善人格的实质是不变的。其次，对课堂师生互动实证研究的历史考察。这主要涉及欧美、中国学者的相关实证研究，主要包括高尔顿(Galton,W.)等人设计的对教师、学生的观察项目清单、贝尔斯(Bales,R.F.)建构的小群体互动行为类目系统、吴康宁等人的课堂教学师生交往的主体构成、师生个体言语交往行为观察清单及沈贵鹏等人的“教师课堂口头言语互动行为”的观察项目清单等，但最具影响力的是弗兰德斯(Flanders,N.A.)的互动分类分析体系，弗兰德斯的主要贡献是设计出了教师的语言、学生的语言及沉默等观察类目系统及相应的观察类目清单。陈瑶等人的数据表即是弗兰德斯互动分类分析体系的运用。 第二部分：课堂师生言语互动的现场考察与分析。这部分是本论 文的两个重点之一。笔者希望通过实实在在的数据展示课堂师生互动 的概貌，旨在达到“窥一斑而知全豹”的目的。此部分的材料来自笔 者二O02年10月至11月间对济南市历城六中初二年级（英语、数学） 及初一年级两个实验班（英语）的实地听课。通过观察、问卷、访谈 等方法，笔者对以下三个问题进行了探讨。第一，课堂教师言语互动 的对象差异。通过分析，得出如下结论：教师的互动行为没有明显的 性别倾向；教师对扮演不同角色的学生给予不同的互动机会，即教师 愿意与学生中的干部和教师子女互动，给这部分学生较多的互动机会； 教师选择互动对象与学生的成绩关系甚大。第二，教师、学生的课堂 言语行为及教师角色分析。课堂中教师主要运用提问、要求、评价等 方式，扮演着定向者、定向·定规者、定向·定论者、定向·定规·定 论者的角色；课堂上学生的言语行为主要为应答（回答教师的提问）。 学生在“主动回答” 问题方面的表现因成绩、身份而有明显差异，而 性别之间的差异较小。第三，课堂师生言语互动的时间分配（师个、 师组、师班）。总体上讲，所观察学校的互动为师生互动主导型（89．7％）。 初H年级的互动形式主要为师班互动（55．3O）和师个互动（44．7O）， 而初一（3）、（4）的互动以师班互动为主（65石％），兼有师个互动与 师组互动（各占门．2％）的特征。这几方面的数据反映了我国部分中学 课堂互动的现状。令笔者感触颇深的是教育学的现代理论与实践者的 操作之间有一道很大的鸿沟，实际教学与素质教育的宗旨相差较远。 第三部分：课堂师生非言语互动的现场观察与分析。此部分是本 论文的第二个重点。首先，通过问卷形式体现学生对教师非言语的解 读及期望。其次，教师非言语在课堂教学与管理中的运用。最后，对 非言语的特点、原则和功能进行了简单介绍。到目前为止，关于课堂 师生非言语的专题论文数量不多，并且也不系统。笔者试图在前人的 基础上作一归纳，旨在引起教师对非言语重要性的认识，使言语、非 言语相得益彰，提高课堂互动质量，达到声情并茂的良好效果。 第四部分：对课堂师生互动存在问题的分析及促进课堂师生有 效互动的建议。存在的问题主要从名实不符的互动和教师的素质低两 2 多 方面进行了分析。如何促进课堂师生有效互动？笔者认为，更新教育 理念、创设民主平等的师生关系、提高教师专业素质和人文素养、改 进教育评价机制不失为促进课堂师生有效互动的良策。更多还原

【Abstract】 The teacher- student interaction is a special research realm in the west educational sociology. After it was formed in the 1970’s, it gained quick development, primarily because of the failure of the policy of educational equal-opportunity in the western countries after the Second World War .The concern of people transforms from the form equality to the essential equality, from the various system outside school to the inner process of school, so many scholars pay their attention to the teacher-student interaction.As a kind of special human interactive relationship, the teacher-student interaction refers to all the whole interactive influence and effect between teachers and students .The teacher-student intercourses go between teachers and students but they mostly take place in formal teaching and learning process. To analyze the whole social intercourse that happened in class, it is important to study the teacher-student intercourse in class. Teacher-student interaction is the interactive effect and influence on the background of teaching and learning in class. The European and American scholars have done great theoretical and practical work in the field of teacher-student interaction. This article is carried out at the foot of practice. Totally there are four parts in the body.The first part is theoretical analysis and historical investigation to the teacher-student interaction. Firstly, it defines the teacher-student interaction, teacher-student relationship and teacher-student intercourse, whose connection is more than difference. Then the thesis gives theoretical analysis on the process, types and essential meaning of teacher-student interaction. Although the types of teacher-student interaction varies with the scholars’ horizons, it is true that during the interaction process the teachers and students affect each other, adapt to each other, adjustthemselves at any time. Their common aim is to acquire knowledge, magnify character and form perfect personality. Finally, the article investigates the history of practical observation on teacher-student interaction in class, which mainly comes form European, American and Chinese scholars’ relative practical observation , Such as the teacher-students observational detailed item list designed by Gallon.W, the small community interaction item system constructed by Bales.R.F, the subject constituent of teacher-student intercourse in class constructing and the observational detailed item list to the teachers and students’ individual language interaction by Wu Kang-ning, and the observational detailed item list to the teachers and students’ spoken language interactive behavior in class by Shen Gui-peng. The most influenced one is the interaction category analysis system by Flanders.N.A, whose important devotion is the observational category system to teachers and students’ language and silence and the relative observational detailed item list. The data list of Chen Yao in this thesis is an example of usage of Flanders. N.A’ interaction analysis category system.The second part is about the writer’ observation and analysis on the spot to the teacher-student language interaction in class. This part is one of the two important parts of this thesis. As the old saying " peep the spot but know the whole leopard" says, the writer tries to give a general picture of the teacher-student interaction in class by real data. The analysis materials of this part came from the writer’s hearing on the spot. From October to November in 2002, I went to the No. six middle school of Licheng, Jinan and listened to classes in Grade two for English, maths, and in two experimental classes of Grade one for English. Using the method of observation, questionnaire, talking, the writer analyze the next three questions. The first question is about the object difference of the teacher’s spoken language interaction in class. Through statistical analysis, I come tothe conclusion that the teacher’s interactive behavior has no evident sexual inclination. The teacher gives differen更多还原