聋校语文课堂教学师生言语行为互动研究——基于弗兰德斯互动分析系统

On the Speech Act Interactions between Teachers and Students in Chinese Language and Literature Classrooms of Schools for Hearing-Impaired Students-Based on the Flanders Interactive Analysis System (FIAS)

在新课程改革背景下,教师应学会与学生积极互动,创建自由探索的课堂环境,鼓励学生参与课堂活动,培养学生创新思维能力,让学生成为课堂的主人。本研究以聋校语文优质课堂为着眼点,依据聋校课堂的特点修订弗兰德斯互动分析系统,采用矩阵分析、曲线分析等方法探讨聋校语文课堂教学师生言语行为互动特征。结果发现:教师言语行为以讲授/指示为主,课堂教学以教师为主导;听障学生言语行为以朗读课文和主动性回答问题为主,自主性意识有待提高;师生言语行为互动体现对话性互动特征,情感体验关注度不够;师生言语行为方式以手语和口语结合为主,书面语使用不足。在此基础上提出聋校语文课堂教学改革的建议。

In the context of the new curriculum reform,teachers are supposed to learn to have positive interactions with their students,create a classroom environment of free inquiry,encourage their students to participate in class activities,cultivate their students'innovative thinking,and encourage their students to become the master of the classroom.This study,by taking for example a high-quality Chinese language and literature classroom teaching in a school for hearing-impaired students,aims to explore the features of the speech act interactions between teachers and students,based on the improved Flanders Interactive Analysis System(FIAS)and such methods as matrix analysis and curve analysis.The results show the following:The teacher led the classroom teaching by lecturing or instruction;the hearing-impaired students'speech acts focused on reading the text and answering questions,but their self-consciousness needed to be improved;the speech act interactions between the teacher and the students were featured by conversational interactions,but the emotional experience was insufficient;and the speech acts of the teacher and the students mainly included sign language and spoken language,but written language was insufficiently used.In conclusion,the study offered suggestions for the reform of Chinese language and literature classroom teaching in schools for hearing-impaired students.