基于IRF理论对于中学英语课堂教师反馈语的类型研究

A Study on the Types of Teacher Feedback in Middle School English Classroom Based on IRF Theory

摘要: 教师反馈语作为师生互动的关键环节，对教学目标与学生学习的达成至关重要。尽管学界对此已有详尽分类研究，本研究旨在通过课堂观察的新视角，探索创新的教师反馈语分类方法。同时，深入阅读IRF理论相关文献发现，当前学界在IRF互动模式研究上存在遗漏，且关于教师反馈语发展趋势的分析不足。因此，本文目标包括：提出新教师反馈语分类方式，探讨新IRF互动模式，并分析中学英语课堂中教师反馈语的发展动态及趋势。基于IRF理论，本研究观察5堂中学英语优质阅读课，结合前人研究，旨在寻找新分类方式，以丰富教育学理念，优化教学策略，促进师生互动，并为教师课堂行为提供指导，为理论与实践注入新视角和启示。具体探讨以下两个方面：1) 中学英语课堂中教师反馈语的类型。2) 当今中学英语课堂教师反馈语的发展趋势。

Abstract: As the key link of teacher-student interaction, teacher feedback is very important to the achievement of teaching objectives and students’ learning. Although there have been detailed classification studies, this study aims to explore innovative classification methods of teacher feedback from a new perspective of classroom observation. At the same time, through in-depth reading of relevant research on IRF theory, it is found that there are omissions in the study of IRF interaction model in the current academic circle, and the analysis of the development trend of teacher feedback language is insufficient. Therefore, the objectives of this paper include: to put forward the classification of new teacher feedback, to explore the new interactive model of IRF, and to analyze the development trends and trends of teacher feedback in middle school English classrooms. On the basis of IRF theory, this study aims to find a new classification method of teacher feedback by observing 5 high school English reading classes and combining the researches of many scholars on teacher feedback in the past. Specifically discuss the following two aspects: 1) Types of teacher feedback in middle school English classrooms. 2) The development trend of current middle school English classroom teacher feedback.