关于课堂教学互动技巧的调查分析与建议外文翻译资料

教师语言

间接语言

接纳学生的感情

称赞或鼓励

接受或利用学生的想法

提问

直接语言

讲解

指示或命令

批评或维护权威

学生语言

学生被动说话

学生主动说话

无效语言

安静或混乱

相互作用矩阵

后续事件分类

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2

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5

6

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8

9

10

事件

形式

分类

1

1

0

0

1

1

0

0

0

0

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2

0

1

1

0

1

0

0

1

0

0

3

0

2

5

1

3

0

0

0

1

1

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1

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32

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BEYOND RESEARCH: CLASSROOM INTERACTION ANALYSIS TECHNIQUES FOR

CLASSROOM TEACHERS

Li Li

CRPP-NIE, Nanyang Technological University, Singapore

Zhao Shouhui

ALC-NIE, Nanyang Technological University, Singapore

Chen Xinying

Communication University of China

This research was supported by CRPP project OER08/ZSH.

Correspondence concerning this article should be addressed to Dr. Zhao Shouhui, ALC-NIE,

Nanyang Technological University, Singapore

Paper presented at the 4th Redesigning Pedagogy International Conference

May/June 2011, Singapore

Abstract:

This paper explores how research methodologies employed in a large-scale research project can benefit classroom teachers in helping them self-evaluate and reflect the instructional efficacy of teaching practices.Flanders Interaction Analysis System (FIAS) and Social Network Analysis (SNA) are introduced as alternative methods of research on classroom observation as well as the approaches of helping teachers conduct self-evaluation and self-improvement.

Keywords: Interaction analysis, Flanders Interaction Analysis System (FIAS), Social Network Analysis(SNA).

Introduction

This paper explores how research methodologies employed in a large-scale research projectcan benefit classroom teachers in helping them self-evaluate and reflect the instructional efficacy of teaching practices. Specifically, we will introduce two data analysis techniques of classroom pedagogical interaction applying to the case studies in a publically funded research project entitled “Effectiveness of the Chinese Modular Curriculum in Singapore Primary Schools – A Holistic Evaluation”. These two analysis techniques are Flanders Interaction Analysis System (FIAS) and Social Network Analysis (SNA), both coming along with recommended analysis methods that can be conveniently applied by teachers to assist in their performing the techniques. Before proceeding to elaborate on in which way these two techniques can be tapped by classroom teachers in

improving their instructional practices, a brief introduction is provided in what follows.

Flanders Interaction Analysis System (FIAS)

Interaction analysis has been used to study spontaneous teaching behaviour and it was also been used in projects which attempt to help teachers modify their behaviour. Interaction analysis in this paper, among other category systems, mainly focuses on teacher influence in the classroom (Amidon, 1966). We introduce one of the earliest classroom interactions analysing systems which inspired many classroom analysing systems, especially in the field of interactions in language classes (e.g. Spada amp; Frolich, 1995). Verbal interaction between teacher and students in the classroom was recorded and analyzed by researchers through FIAS. The assumption is made that teaching behaviour and pupil response are expressed primarily through the spoken words as a series of verbal events which occur one after another (Flanders, 1970). These events are identified, coded, so as to preserve sequence, and tabulated systematically in order to represent a sample of the spontaneous teacher influence. In using the FIAS, we tried to provide an answer to the question of how a teacher can obtain objective information about his classroom behaviour, which is rich enough and clear enough to guide his steps towards self-directed improvement. Teachers may benefit from the chance of examining whether the observed information is consistent or inconsistent with their own intentions, and make proper decisions of change afterwards.

Categories

FIAS provides ten categories to classify classroom verbal behaviours, as shown in table T1*.These ten categories classify verbal events in class into three groups, namely, teacherrsquo;s talk, student response and the silent moments. The categories of teacherrsquo;s talk can also be clustered into two groups, indirect influence and direct influence, which would partially depict the teaching style of a teacher.

Teacherrsquo;s talk: indirect influence

1. Accept Feeling

Teacher accepts and clarifies the feeling tone of the students in a non-threatening manner.

Feelings may be positive or negative also includes predicting or recalling feelings.

2. Praises or Encourages

Teacher praises or encourages student action or behaviour. Jokes that release tension but not at the expense of another individual, nodding head, or approval are included.

3. Accepts or Use Ideas of Students

Teacher clarifies, builds or develops ideas suggested by a student. As teacher states more of his ideas, the category shifts to lecturing.

Teacherrsquo;s talk: direct influence

4. Asks questions

Teacher asks a question about content or procedure with the intent that a student answers.

5. Lecturing

Teacher gives facts or opinions about content or procedures; expresses his ideas, asks

rhetorical questions.

6. Giving Directions

Teacher gives directions, commands, or orders to which a student is expect to comply.

7. Criticizing or Justifying Authority

Teacher gives statements which intended to change student behaviour from non –acceptable to acceptable pattern, states teacher authority and so forth.

Student response:

8. Student Talk – Response

Students talk in response to teacher. Teacher initiates the contact or solicits student

statement.

9. Student Talk – Initiation

Students initiate the talk, including the response to teacherrsquo;s statements which indicates the student is willing to talk.

Silent moments:

10. Silence or Confusion

Pauses, short periods of silence and periods of confusion in which communication cannot be understood b

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