【作者】 张军； 洪丹；

【Author】 Zhang Jun;Hong Dan;School of Education, Beijing Normal University at Zhuhai;Applied Psychology Research Center, Beijing Normal University at Zhuhai;

【机构】 北京师范大学珠珠海分校教育学院； 北京师范大学珠海分校应用心理学研究中心；

【摘要】 本文对中国教育学会学校教育心理学分会——2013年全国中小学心理健康课大赛中的13节优秀课教学录像进行文本转录,并用话语分析的方法对录像中教师与学生各自的话语量与话轮、会话结构、教师学生表达方式(提问、回答、反馈)进行分析。研究结果显示:(1)教师占主导地位,拥有绝对的话语掌控权和话题发起权;师生互动较为频繁,学生课堂参与程度较高;(2)教师偏向于提出让学生分享感受和体验的问题;在调动学生的思维、激发学生的问题解决能力、利用已学知识进行迁移方面的提问较少;教师提问的方式具有多样性和随机性,能够吸引和调动大多数学生来参与课堂;(3)学生的回答方式多以"个别回答"与"集体齐答"为主,学生的回答方式与教师的提问方式相关,教师的提问方式直接影响学生的回答方式和参与度;(4)教师的反馈方式积极正向,比起学生的回答的是否符合教学目的,教师更重视学生的参与。据此,对于心理课堂教学改进以及心理教师的专业发展建议如下:(1)在课堂教学方面:教师应该给予更多学生提问、交流的时间,适当提高深度问题的比例;(2)在教师专业发展方面:需要增强心理健康教师的研究意识,加强课堂会话的问题诊断,提供实效性的教师培训。更多还原

【Abstract】 In this paper, the writer transcribed 13 of mental health class videos recorded by School Education Psychology Sub-commission of the Chinese Society of Education. By adopting the method of discourse analysis, this paper analyzed both teachers’ and students’ word amount, turns, conversation structure and expression ways(question, answer, feedback). The results showed as follows: First, Teachers played a dominant role of the class having an absolute control over the words and the right to initiate a topic; Interaction between teachers and students are frequent; Students have enthusiasm to participate class; Second, Teachers prefer to ask feelings and experience sharing questions; Few questions were raised to arouse students’ deep thinking, to stimulate students’ ability of problem solving and to transfer learned knowledge; Diversity and randomness constitute the main features of teachers’ question in order to attract and motivate the majority to participate in the class; Third, Students’ answer are mainly individual answer and group answer. Students’ answers are associated with teachers’ questioning ways; Teachers’ questioning methods directly affect the answer way and the participation of students. Fourth, Teachers’ feedbacks are positive. Teachers appreciated the participation of students more than the accuracy of the answers. Suggestions: In the field teaching, teachers can give students the time to ask questions and exchange, increase the proportion of depth problems appropriately. In the field of teacher professional development, it is necessary to enhance mental health teacher’s research consciousness, strengthen the problem diagnosis of class session and provide effective training of teacher.更多还原