高中学生英语课堂沉默现象调查研究

I高中学生英语课堂沉默现象调查研究摘要：课堂沉默现象贯穿于英语课堂中，在基础教育阶段，对高中阶段影响尤为明显。当前在高中英语课堂上，学生们课堂参与积极性不高，每当老师提问时，多数学生都会低头默不出声，并且避免与教师目光接触；开始课堂讨论时，学生也消极参与，未能加入其中。高中学生英语课堂沉默现象一直困扰着一线英语教师，课堂是英语教师与学生交流的重要场所。在开展课堂活动时，学生不回答老师提问或不配合他人课堂讨论，师生、生生之间缺少交流、缺乏互动则被称为课堂沉默。我国学者根据课堂沉默的功能，将其划分成积极沉默和消极沉默，而本研究重点是消极的课堂沉默现象。在这种消极的课堂氛围下，不仅影响学生英语习得效果，还影响教师授课心情，教学效果大打折扣。为了打破高中学生英语课堂沉默，既要找出其根本原因对症下药，还需师生努力，共同克服。本研究基于国内外关于课堂沉默的研究为根本，以输出理论、互动假说和需求层次理论为指导，分析英语课堂沉默现状及产生原因并找出解决措施，重塑积极活跃的高中英语课堂气氛。本研究采用问卷调查法、课堂观察法、访谈法三种研究方法，为了深入地研究高中学生英语课堂沉默现象、产生原因及应对措施。实验对象选取延安中学高中一年级4个平行班的200名学生和5位英语教师。问卷调查法用于调查学生在高中英语课堂中保持沉默的原因；课堂观察法旨在研究当前真实的高中阶段英语课堂现状和师生在课堂中真实反应；访谈法用于探究课堂沉默现象对高中生英语学习造成的影响以及为老师处理对策提出建议。研究结论得出：当前英语课堂沉默现象在高中阶段明显。高中学生英语课堂沉默的产生受到外界、教师、学生等方面影响，外界因素主要有中国传统文化和学生所在班级的课堂环境的影响；教师因素主要包括教师教学方法、课堂提问能力、对学生的评价和课堂人际关系的处理；学生因素包括个人性格、知识能力、学习习惯、学习动机和学习兴趣。本研究根据高中学生英语课堂消极沉默现象产生原因的各个方面提出了针对性的建议，在英语课堂沉默现象出现时，教师通常从环境、教师、学生这三方面入手，采取有效措施，师生共同努力，从而打破英II语课堂沉默，重塑积极活跃课堂氛围。该项研究将旨在帮助广大高中英语教师克服课堂沉默现象提供可行性建议，恢复课堂气氛，调动学生积极性，帮助学生们重拾英语学习兴趣。关键词：课堂沉默；高中英语；沉默原因；沉默对策IIIAStudyofSilencePhenomenonintheEnglishClassinSeniorHighSchoolAbstractThephenomenonofclassroomsilencehasrunthroughtheEnglishclassroom.Inthefundamentaleducation,theinfluenceontheseniorhighschoolEnglishclassroomisevident.Atpresent,inhighschoolEnglishclassrooms,studentsarenotenthusiasticaboutclassroomparticipation.WhenevertheEnglishteacherasksquestions,mostofstudentswillbowtheirheadssilently,andavoidingtheteacher’seyecontact.Atthebeginningofclassdiscussion,studentsalsoparticipatedpassivelyandfailedtojoin.ThesilencephenomenonintheEnglishclassinseniorhighschoolhasalwaystroubledthefront-lineEnglishteachers,andclassroomsareacrucialplaceforEnglishteacherstocommunicatewithstudents.Whenconductingclassroomactivities,studentsdon’tanswerquestionsfromteachersorcooperatewithotherstudent'sclassroomdiscussion.Thelackofcommunicationandinteractionbetweenteachersandstudentsiscalledclassroomsilence.Accordingtothefunctionofclassroomsilence,Chinesescholarsdivideditintopositivesilenceandnegativesilence.Butthisresearchfocusedonthephenomenonofnegativeclassroomsilence.Inthisnegativeclassroomatmosphere,notonlyaffectstudents’Englishlearningacquisition,butalsoaffecttheteachers’teachingmood,andteachingeffectisgreatlyreduced.InordertobreakthesilencephenomenonintheEnglishclassinseniorhighschool,weshouldnotonlyfindouttheoriginalcausestoproposetherelatedsolution,butalsoneedteachersandstudentstoworktogethertoovercomethem.Thisresearchbasedonclassroomsilenceathomeandabroad，guidedbyoutputtheory,interactivehypothesisandMaslow’shierarchyofneeds,thisstudyanalyzedthecurrentsituationofsilenceinEnglishclassroomandfindoutthesolutiontoreshapesthepositiveandactiveatmosphereofseniorhighschoolEnglishclassroom.Thisstudyusedthreeresearchmethods,Questionnaire,ClassroomobservationandInterview.InordertoresearchthesilencephenomenonintheEnglishclassinIVseniorhighschool，thecausesandrepliedmeasuresdeeply.Thesubjectsselected200studentsand5EnglishteachersinfourparallelclassesinthefirstgradeofofYan’anhighschool.QuestionnaireisusedtoinvestigatethereasonswhystudentsremainsilentinseniorhighschoolEnglishclass.ClassroomobservationaimstostudythecurrentsituationofEnglishclassroominthecurrentseniorhighschoolandtherealreactionofteachersandstudentsintheclassroom.Interviewisusedtoexploretheimpactofclassroomsilenceonseniorhighschoolstudents’Englishlearningandtoprovidesuggestionsforteacherstodealwithit.TheconclusionofthestudyisthatthecurrentsilencephenomenonintheEnglishclassinseniorhighschoolisobviously.TheemergenceofsilenceintheEnglishclassroominseniorhighschoolisinfluencedbytheexternalenvironment,teachers,studentsandsoon,theexternalfactorsmainlyincludetheinfluenceoftraditionalChinesecultureandtheclassroomenvironmentofthestudents’classes,theteacherfactorsmainlyincludetheteachingmethods,theabilityofquestioning,theevaluationofstudentsandhandlingofclassroominterpersonalrelationships,thestudentfactorsincludepersonalcharacter,knowledgeability,learninghabits,learningmotivationandlearninginterest.ThisstudyprovidestargetedsuggestionsbasedonvariousaspectsofthecausesofnegativesilenceinseniorhighschoolEnglishclassrooms.WhenthephenomenonofsilenceoccursinEnglishclassrooms,teachersusuallystartfromthethreeaspectsofenvironment,teachers,andstudents,andtakeeffectivemeasures.TeachersandstudentsworktogethertobreakthesilenceinEnglishclassroomsandremodeltheactiveclassroomsatmosphere.ThestudywillhelpseniorhighschoolEnglishteachersovercomethephenomenonofclassroomsilencetoprovidefeasiblesuggestions,restoretheclassroomatmosphere,mobilizestudents’enthusiasm,andhelpstudentsregaintheirinterestinEnglishlearning.Graduate：LiangYani(SubjectteachingofEnglish)Directedby：Associate.Prof.HuiXiaKeywords：ClassroomSilence；SeniorhighschoolEnglish；Reasonsofsilence;SolutiontosilenceV目录第一章引言………………………………………………………………………11.1研究背景………………………………………………………………………11.2研究目的………………………………………………………………………11.3研究意义………………………………………………………………………21.4论文框架………………………………………………………………………2第二章文献综述……………………………………………………………………32.1课堂沉默的概念………………………………………………………………32.2课堂沉默国外相关研究………………………………………………………42.2.1课堂沉默原因研究………………………………………………………42.2.2课堂沉默对策研究………………………………………………………62.2.3课堂沉默功能研究………………………………………………………72.3课堂沉默国内相关研究………………………………………………………72.3.1课堂沉默原因研究………………………………………………………72.3.2课堂沉默对策研究………………………………………………………82.3.3课堂沉默功能研究……………………………………………………92.4研究述评…………………………………………………………………9第三章理论基础…………………………………………………………………113.1输出理论……………………………………………………………………113.2互动假说……………………………………………………………………113.3需求层次理论………………………………………………………………12第四章研究方法…………………………………………………………………144.1研究问题……………………………………………………………………144.2研究对象……………………………………………………………………144.3研究方法……………………………………………………………………144.4研究工具……………………………………………………………………144.4.1调查问卷………………………………………………………………144.4.2学生课堂观察记录表…………………………………………………16