【作者】 杨海晴；

【导师】 苏春景；

【作者基本信息】 鲁东大学 ， 课程与教学论， 2012， 硕士

【摘要】 沉默与言说一起构成了人类的交际，同样可以表达丰富的“明说”和“隐含”意义，是一种重要的交际手段,但沉默作为一种非言语交际形式，其自身所具有的情境性和模糊性也在很大程度上决定了其内涵的双重性以及功能的两极性，从一般的人际交往走向具体的课堂教学情境，课堂沉默同样也具备这样的特点，这就需要师生双方都要对课堂沉默做细致深入的理解和区分。然而，由于各方面条件的影响和制约，教师和学生双方对课堂沉默的认识都不全面，教师在对待学生课堂沉默上容易陷入误区，这不仅会阻碍英语课堂教学的顺利进行，也会影响学生的全面健康发展。从目前搜集到的资料来看，对初中生英语课堂沉默现象的相关研究较少，并且大多数研究将沉默的理解限定在消极的区间内，研究角度较为狭窄，对沉默概念本身的理解不够全面，基于此，笔者认为选择对初中生英语课堂沉默现象进行研究具有重大的理论和现实意义。本文选取五所农村和城市中学，结合问卷调查、访谈、课堂观察等研究方法，分别分析、比较了师生双方在对待课堂沉默上的态度和行为表现状况，对英语课堂沉默进行了归类，证实了英语课堂中的沉默现象是十分普遍的，发现了教师和学生在对课堂沉默的认识、态度和行为上都呈现出多元化和表面化的特点，笔者就此对沉默本身提出了一些疑问，例如沉默的产生机制，如何客观看待课堂沉默，沉默到底是积极的还是消极的，有效的课堂教学需要怎样的课堂沉默等问题。为了解决这些疑问，本文对合作原则、关联理论进行了相应的分析，认为二者在对沉默的解读上既有合理性，但也存在不足之处，因此笔者进一步根据有效教学理论对课堂沉默的有效性特征进行了总结归纳，然后从问题出发，结合调查结论，提出了相应的建议和策略，这也是本文的落脚点。为了避免沉默现象对有效课堂教学产生的不良影响，本文建议由以下几个方面着手：以个体生命的发展为旨归，正确认识课堂沉默；在对学生认知风格、性格特点辨别的基础上，区别对待课堂沉默；关注课堂环境，营造良好教育生态；设计适合教学需要的探究性对话等方面。最后，结语部分总结了本文重点，并提出了本研究的不足，为后续研究工作指明了方向。更多还原

【Abstract】 Silence and words consists of human’s communication, it can express both the signifierand signified meaning. But as the non-vocal communication form, its situational andindistinct essence determines its double intension and bipolar functions. Step from the normalcommunication situation to the concrete class atmosphere, the class silence has such kind ofproperty too. All that needs teachers and students to make a deep understanding anddistinction on silence. However, due to some restrictions, teachers, as well as students, haveno comprehensive knowledge toward the class silence, some teachers may fall into theerroneous zone, and they can develop a partial attitude and adopt some lopsided behaviorstoward students’ silence, That will not only hold back the going on of teaching activities, butalso has negative effects to the overall development of students. From the data collected,limited silence studies have been carried out, Moreover, most studies limit the silenceconception into the passive section and have no overall understanding on it. Based on that, thewriter thinks this study could provide great theoretical and practical significance.This study chooses five middle schools in urban and suburban area as its research targetsand it employs questionnaires as well as observations to explore teachers’ and students’knowledge, attitude and behaviors towards class silence. By doing that, on the one hand, itsorts out the classifications of the class silence in English classroom and on the other hand, itproves the existence of English class silence and find out the diversification and superficialproperty of teachers’ and students’ attitude. It also proposes some questions about silencephenomenon, such as the silent generate mechanism, how to think about class silence,whether silence is positive or negative, which kind of silence does an effective class need andso on. In order to solve these questions, this study makes an analysis of relevant theories,includes cooperation principle and relative theory, which seeks to find out the rational andinadequate interpretation on silence, after that, this study continues to conclude and analyzesthe effective features of silence from the effective teaching theory. In respond to these causes,the study proposes effective suggestions which are also the foothold of this study. Thesesuggestions include: From the perspective of individual’s overall life development, the correctinterpretation of class silence is needed.; Based on the students’ cognitive characters and their personalities, teachers should differentiate students’ classroom silence properly; Teachersshould create a harmonious educational and ecological atmosphere; It is also very importantto design the suitable inquiry dialogue during the teaching process. Finally, the conclusionpart sums up the major finding of the present research, present limitations as well assuggestions for future research.更多还原