在小学中文综合课程中分析老师与学生的口头互动:来自弗兰德斯互动分析系统的见解
Xingrong Guo1, Wensi Yang1,2, Yiming Guo3
1College of Foreign Languages, Shanghai Maritime University, Shanghai 201306, China.
Behavioral sciences (Basel, Switzerland)
|April 26, 2025
概括
这项研究分析了中国课堂互动,发现教师主导讲话,但学生积极参与. 建议侧重于增加学生发起的谈话,以便更好地学习跨文化语言.
科学领域:
- 获得第二语言的学习.
- 课堂互动分析 课堂互动分析
- 跨文化教育跨文化教育
背景情况:
- 有效的师生互动对于语言学习至关重要.
- 了解跨文化环境中的交互动态对于教学改进至关重要.
- 新手教师需要对管理课堂话语的实际见解.
研究的目的:
- 分析小学中文课堂教师与学生互动的行为特征.
- 为新手教师提供关于管理跨文化语言课堂的见解.
- 使用弗兰德斯互动分析系统 (FIAS) 评估互动模式.
主要方法:
- 一个45分钟的中文演示课的案例分析.
- 对来自不同文化背景 (欧洲,美国,东南亚) 的八名学生的观察.
- 应用弗兰德斯互动分析系统 (FIAS) 来量化互动模式.
主要成果:
- 教师的演讲占课堂时间的44.72%,主要是直接指导.
- 学生的演讲占41.27%,表明积极参与但有限的自主参与.
- 课堂结构通过询问和同行互动展示了"以学生为中心,由教师领导"的原则.
结论:
- 加强学生发起的言论和独立参与是必要的.
- 实施结构化询问和协作小组工作可以改善互动.
- 平衡师生动态是有效跨文化中文语言教育的关键.
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