中学地理优质课课堂师生言语行为互动研究

发布时间：2018-06-02 12:43

本文选题：地理优质课 + 课堂师生言语行为　；参考：《华中师范大学》2015年硕士论文

【摘要】：地理优质课是高效的地理课堂,是中学课堂教学改革和教育质量评估的重要建设内容。本研究在弗兰德斯互动分析系统和基于信息技术的互动分析系统的基础上,设计出一个改进后互动分析系统用来评估中学地理优质课课堂师生言语行为互动。采取综合研究和个例研究并进,按照改进后的互动分析系统对课堂师生言语行为的重新分类,观察、编码、统计、分析视频案例的师生言语互动行为,总结出当前中学地理优质课课堂师生言语行为互动的特点,发现存在的问题并提出解决策略。旨在帮助一线地理教师反思自己的教学行为,引发教育教学专家重新审视优质课,努力提升地理优质课的参考价值和建设质量。本文第一部分介绍了研究的背景、意义及研究现状；第二部分论述了研究的理论基础和研究方法；第三部分案例综合研究,借助改进后的互动分析系统观察、统计14个案例中师生的14种言语行为,从年级、教师性别、地区以及地理模块四个角度揭示了师生言语互动的现状、特点和异同；第四部分个例分析,具体分析一节地理优质课,把课堂教学过程分为导入、讲课、结课三个环节,从比率、曲线、矩阵三方面对个例的课堂师生言语行为互动进一步解析；第五部分为结果与讨论,根据前面的观察数据及分析结果,总结出中学地理优质课课堂师生言语行为互动的特点,发现存在的问题并提出相应解决策略：第六部分为结语,介绍了研究取得的成果及存在的不足,并对深化本课题的研究提出了展望。研究发现中学地理优质课课堂师生言语互动的一些特点,如在情感氛围方面,教师在课堂上充分理解、接纳学生,营造一个和谐融洽的师生互动民主课堂；在言语结构方面,教师言语在课堂中占主导,讲解是地理课堂的主要教学方式；提问言语方面,教师提问学生被动回答的多,主动发起提问的言语行为少,学生接受学习多于发现学习；媒体实验应用方面,优质课课堂重视媒体实验的积极作用。这些特点在一定程度上诠释了新课程改革的理念。当然,也存在师生互动主体单一、教师讲解主导课堂、学生质疑精神不足、学生思考时间受限等问题。基于这些问题,本文提出了相应的解决策略供参考。
[Abstract]:High-quality geography class is an efficient geography classroom and an important content of teaching reform and educational quality evaluation in middle school. Based on the Flanders interactive analysis system and the information technology-based interactive analysis system, an improved interactive analysis system is designed to evaluate the interaction between teachers and students. According to the improved interactive analysis system, the speech acts of teachers and students are reclassified, observed, coded, counted and analyzed in video cases. This paper sums up the characteristics of teachers and students' speech act interaction in geography high quality class, finds out the existing problems, and puts forward some strategies to solve the problems. The purpose of this paper is to help the geography teachers to reflect on their teaching behavior, to cause the experts of education and teaching to re-examine the high quality courses, and to improve the reference value and construction quality of the geography high quality courses. The first part of this paper introduces the background, significance and research status of the research; the second part discusses the theoretical basis and research methods; the third part of the comprehensive case study, with the help of the improved interactive analysis system observation, According to the statistics of 14 kinds of speech acts of teachers and students in 14 cases, this paper reveals the present situation, characteristics and similarities and differences of teachers and students' verbal interaction from four angles of grade, teacher's gender, region and geography module. Analyze a geography high quality class, divide the classroom teaching process into three links: introduction, lecture, conclusion, further analyze the teacher and students' speech act interaction from ratio, curve, matrix. The fifth part is the result and discussion. According to the above observation data and analysis results, this paper summarizes the characteristics of teacher-student speech act interaction in the geography high quality class in middle school, finds out the existing problems and puts forward the corresponding solutions: the sixth part is the conclusion. The achievements and shortcomings of the research are introduced, and the prospect of deepening the research is put forward. The study found some characteristics of teachers and students' verbal interaction in high school geography quality class, such as the emotional atmosphere, teachers fully understand in the classroom, accept students, create a harmonious and harmonious teacher-student interactive democratic classroom, and in the aspect of speech structure, Teachers' speech is dominant in the classroom, explanation is the main teaching method in geography classroom; in the aspect of questioning speech, teachers ask more questions than students answer passively, and take the initiative to ask questions less speech acts, students accept learning more than discover learning; In the application of media experiment, high-quality class pays attention to the positive role of media experiment. To a certain extent, these characteristics explain the concept of the new curriculum reform. Of course, there are some problems, such as the single subject of teacher-student interaction, the teacher explaining the dominant classroom, the students questioning the spirit, the students thinking time is limited and so on. Based on these problems, this paper puts forward the corresponding solutions for reference.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

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