初中数学概念课教学反馈行为比较研究

发布时间：2018-04-12 13:50

本文选题：初中数学 + 概念课　；参考：《杭州师范大学》2015年硕士论文

【摘要】：从目前大量的课堂教学现状来看,新教师在刚进入课堂教学时往往重视教学内容,轻视教学行为,重视课堂设计提问行为,轻视反馈行为,所以如何提高新教师的反馈行为成为了关键所在。本研究对初中数学概念课新老教师课堂教学反馈行为的差异性进行比较,并对新教师提出建议,促进新教师的发展。本研究分为两个子研究,研究(一)通过文献研究、观察授课视频、非结构式访谈及咨询相关专家的基础上,研制出初中数学概念课教学反馈行为的分类量表,我们将教学反馈分为五个维度;研究(二)主要选取新老教师各3人,选取代数、几何及统计的三类概念课作为拍摄对象,采取同课异构的研究方式,对新老教师在三种课型中的课堂教学反馈行为进行编码,再利用Excel及SPSS统计软件对新老教师在三种课型的概念课中及总体上的差异进行量化比较。通过以上研究,归纳出新老教师教学反馈行为在不同课型的概念课中及总体上的差异,根据相关结论,针对不同课型给出了不同的建议:代数课建议以诱导反馈、鼓励反馈、转向反馈、书面反馈为主,其余反馈为辅;几何课建议以弱口头反馈、解释反馈、纠正反馈及非语言反馈为主,其余反馈为辅;统计课建议以弱口头反馈,强口头反馈,重复反馈,诱导反馈,追问反馈为主,其他反馈为辅。还特别针对新教师给出了如下建议:减少肯定性重复反馈;增加非语言反馈类型;增加诱导反馈;学会放手。
[Abstract]:According to the present situation of a large number of classroom teaching, new teachers often attach importance to teaching content, belittling teaching behavior, classroom design questioning behavior and feedback behavior when they first enter classroom teaching.So how to improve the feedback behavior of new teachers has become the key.This study compares the difference of feedback behavior between new and old teachers in junior high school mathematics concept class, and puts forward suggestions to new teachers to promote the development of new teachers.This study is divided into two sub-studies: (1) on the basis of literature research, observation of teaching videos, unstructured interviews and consultation with related experts, a classification scale for teaching feedback behavior of mathematics concept course in junior high school is developed.We divide the teaching feedback into five dimensions: (2) choose three new and old teachers each, select algebra, geometry and statistics of three kinds of concept courses as the shooting object, adopt the same class heterogeneous research methods,This paper encodes the feedback behavior of new and old teachers in the three kinds of classes, and then makes a quantitative comparison of the differences between the new and old teachers in the concept classes of the three kinds of classes and the overall differences by using Excel and SPSS software.Through the above research, the author concludes the difference of teaching feedback behavior between new and old teachers in the concept class of different class types and the overall difference. According to the relevant conclusions, it gives different suggestions for different class types: the algebraic course suggestion to induce feedback, encourage feedback,Turn feedback, written feedback as the main, the rest of the feedback as supplementary; Geometry class suggested weak oral feedback, interpretation feedback, corrective feedback and non-verbal feedback as the main, the rest of the feedback as supplementary; Statistics class suggested weak oral feedback, strong oral feedback,Repeat feedback, induce feedback, ask feedback mainly, other feedback as auxiliary.In particular, the following suggestions are given for new teachers: reducing positive repetitive feedback; increasing non-verbal feedback types; increasing induced feedback; and learning to let go.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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