高中化学教师课堂教学诊断能力的质性研究
发布时间：2019-02-16 21:32
【摘要】：课堂教学是教师的主要专业能力,在课堂上,教师要及时发现学生和教学中出现的问题和原因,并寻求解决问题的方案,这需要教师具有良好的课堂教学诊断能力。目前关于化学课堂教学诊断能力的研究较少,大多是对国外相关研究进行综述和对国内现状进行演绎分析,相比之下实证研究较少,研究结论比较笼统、重复。另外,国内外对于教学诊断的量性研究较多,而质性研究较为薄弱,对教师教学实践缺乏有效的指导性。本文采用质性研究的方式,通过剖析专家型教师、经验型教师及新手型教师课堂教学诊断行为,总结出三种类型教师诊断能力的体现,归纳优点,指出不足,对教师特别是新手型教师提出建议,使新手型教师的课堂教学诊断有规律可循,从而促进化学教师的专业成长。本研究由八个部分组成。第一部分绪论,说明研究的缘起以及本研究的意义。第二部分为文献综述,阐释“教学诊断”、“化学教学诊断能力”、“化学课堂教学诊断能力”等核心概念；综合述评本研究相关的国内外研究现状。第三部分是研究方法与过程,本研究采用文献法、访谈法、课堂观察法等质的研究方法进行研究；介绍了研究工具的制定；研究过程包括对研究者和研究对象所处的环境、研究者自身的经历及研究对象的选择进行了描述。第四部分是三种类型教师课堂教学诊断能力的综合比较。第五部分是三种类型教师课堂教学诊断能力之诊教师维度比较。第六部分是三种类型教师课堂教学诊断能力之诊学生维度比较。第七部分是三种类型教师课堂教学诊断能力之诊师生关系维度比较。最后一部分是本研究的结论与启示。研究发现化学新手型、经验型、专家型教师课堂教学诊断能力的表现既有共同特征,又有差异特征。共同特征：1、均具有教学诊断能力,教学诊断能力体现相同的维度偏向。2、对自己的教的诊断频次偏低,但是诊断成功率高。3、教师诊学生关注的维度有着巨大的偏差,教师的教育目标定位不全面。4、对师生关系的诊断频次过低,缺乏重视。差异特征：1、新手型、经验型、专家型教师诊断能力发展趋势逐步提升,对“教学诊断”相关概念理解程度逐渐加深。2、新手型教师诊断问题解决滞后,准备不足。3、三种类型教师诊学生的频次差异巨大,新手型教师诊断成功率低。4、在课堂教学诊断中对师生关系把握存在区别,新手型教师“自我”意识强烈,忽视与学生互动。根据研究结论,得出如下启示：1、课堂教学诊断能力应均衡发展。2、应重视对自身教学的诊断,备课准备充分,及时解决问题。3、应全面定位自身教育目标。4、关注师生关系,注重与学生情感交流。5、加强课堂教学诊断能力的修养。
[Abstract]:Classroom teaching is the main professional ability of teachers. In class, teachers should find out the problems and causes of students and teaching in time, and seek solutions to the problems, which requires teachers to have good diagnostic ability in classroom teaching. At present, there are few researches on the diagnostic ability of chemistry classroom teaching, most of which are related to foreign studies and deductive analysis of the present situation in China. In contrast, the empirical research is less, and the conclusions of the research are more general and repetitive. In addition, there are many quantitative studies on teaching diagnosis at home and abroad, but the qualitative research is relatively weak, which is lack of effective guidance to teachers' teaching practice. In this paper, by analyzing the diagnostic behavior of expert, experiential and novice teachers in classroom teaching, the author summarizes the embodiment of the diagnostic ability of three types of teachers, concludes the advantages, and points out the shortcomings. Some suggestions are put forward to teachers, especially novice teachers, so that the diagnosis of novice teachers in classroom teaching can be followed regularly, thus promoting the professional growth of chemistry teachers. This study consists of eight parts. The first part is an introduction to explain the origin of the study and the significance of this study. The second part is a literature review, explaining the core concepts of "teaching diagnosis", "chemistry teaching diagnostic ability", "chemistry classroom teaching diagnostic ability" and so on. The third part is the research method and the process, this research adopts the literature method, the interview method, the classroom observation method and so on qualitative research method carries on the research, has introduced the research tool formulation; The research process includes describing the environment of the researcher and the research object, the researcher's own experience and the choice of the research object. The fourth part is the comprehensive comparison of three types of teachers'diagnostic ability in classroom teaching. The fifth part is the comparison of three types of teachers' diagnostic ability in classroom teaching. The sixth part is the comparison of three types of teachers' diagnostic ability in classroom teaching. The seventh part is the comparison of the relationship between teachers and students in the three types of teachers' classroom teaching diagnosis ability. The last part is the conclusion and inspiration of this study. It is found that there are both common and different characteristics of classroom teaching diagnostic ability of novice, experiential and expert teachers. Common features: 1, all have the ability of teaching diagnosis, the ability of teaching diagnosis reflects the same dimension bias, the frequency of diagnosis of their own teaching is low, but the success rate of diagnosis is high. 3. There is a huge deviation in the dimension that teachers and students pay attention to. The orientation of teacher's educational goal is not comprehensive. 4. The diagnosis frequency of teacher-student relationship is too low and lack of attention. The difference features: 1, novice, experiential and expert teachers' diagnostic ability is developing gradually, and the level of understanding of the related concepts of "teaching diagnosis" is deepening gradually. 2. The novice teachers' diagnosis problem solving lags behind, and the preparation is not enough. 3. The three types of teachers have great differences in frequency and low success rate in diagnosis of novice teachers. 4. There are differences in the relationship between teachers and students in the diagnosis of classroom teaching. The novice teachers have a strong sense of "self" and neglect to interact with students. According to the conclusions of the study, the following enlightenments are drawn: 1. The diagnostic ability of classroom teaching should be developed in a balanced way. 2. The diagnosis of teaching itself should be emphasized, the preparation of lessons should be sufficient, the problems should be solved in time. Pay attention to the relationship between teachers and students, pay attention to emotional communication with students. 5. Strengthen the cultivation of classroom teaching diagnostic ability.
【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】：G633.8
本文编号：2424855
[Abstract]:Classroom teaching is the main professional ability of teachers. In class, teachers should find out the problems and causes of students and teaching in time, and seek solutions to the problems, which requires teachers to have good diagnostic ability in classroom teaching. At present, there are few researches on the diagnostic ability of chemistry classroom teaching, most of which are related to foreign studies and deductive analysis of the present situation in China. In contrast, the empirical research is less, and the conclusions of the research are more general and repetitive. In addition, there are many quantitative studies on teaching diagnosis at home and abroad, but the qualitative research is relatively weak, which is lack of effective guidance to teachers' teaching practice. In this paper, by analyzing the diagnostic behavior of expert, experiential and novice teachers in classroom teaching, the author summarizes the embodiment of the diagnostic ability of three types of teachers, concludes the advantages, and points out the shortcomings. Some suggestions are put forward to teachers, especially novice teachers, so that the diagnosis of novice teachers in classroom teaching can be followed regularly, thus promoting the professional growth of chemistry teachers. This study consists of eight parts. The first part is an introduction to explain the origin of the study and the significance of this study. The second part is a literature review, explaining the core concepts of "teaching diagnosis", "chemistry teaching diagnostic ability", "chemistry classroom teaching diagnostic ability" and so on. The third part is the research method and the process, this research adopts the literature method, the interview method, the classroom observation method and so on qualitative research method carries on the research, has introduced the research tool formulation; The research process includes describing the environment of the researcher and the research object, the researcher's own experience and the choice of the research object. The fourth part is the comprehensive comparison of three types of teachers'diagnostic ability in classroom teaching. The fifth part is the comparison of three types of teachers' diagnostic ability in classroom teaching. The sixth part is the comparison of three types of teachers' diagnostic ability in classroom teaching. The seventh part is the comparison of the relationship between teachers and students in the three types of teachers' classroom teaching diagnosis ability. The last part is the conclusion and inspiration of this study. It is found that there are both common and different characteristics of classroom teaching diagnostic ability of novice, experiential and expert teachers. Common features: 1, all have the ability of teaching diagnosis, the ability of teaching diagnosis reflects the same dimension bias, the frequency of diagnosis of their own teaching is low, but the success rate of diagnosis is high. 3. There is a huge deviation in the dimension that teachers and students pay attention to. The orientation of teacher's educational goal is not comprehensive. 4. The diagnosis frequency of teacher-student relationship is too low and lack of attention. The difference features: 1, novice, experiential and expert teachers' diagnostic ability is developing gradually, and the level of understanding of the related concepts of "teaching diagnosis" is deepening gradually. 2. The novice teachers' diagnosis problem solving lags behind, and the preparation is not enough. 3. The three types of teachers have great differences in frequency and low success rate in diagnosis of novice teachers. 4. There are differences in the relationship between teachers and students in the diagnosis of classroom teaching. The novice teachers have a strong sense of "self" and neglect to interact with students. According to the conclusions of the study, the following enlightenments are drawn: 1. The diagnostic ability of classroom teaching should be developed in a balanced way. 2. The diagnosis of teaching itself should be emphasized, the preparation of lessons should be sufficient, the problems should be solved in time. Pay attention to the relationship between teachers and students, pay attention to emotional communication with students. 5. Strengthen the cultivation of classroom teaching diagnostic ability.
【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】：G633.8
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