小学语文教师课堂理答行为研究

发布时间：2018-01-05 11:06

本文关键词：小学语文教师课堂理答行为研究　出处：《上海师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：“理答”就是教师对学生回答问题后的反应和处理,是课堂问答的重要组成部分,既是一种教学行为,也是一种评价行为。理答体现的是一种教学的机智,适时、适度的理答能提高课堂的效率,使课堂充满活力;能促进教师的发展,提高教师的教学能力;最重要的是能调动学生学习的积极性,引起学生的注意和思考,促进学生对知识的理解和进一步的学习,为学生的终身发展奠定了坚实的基础。对于教师的课堂理答行为的研究,只有少数专著与论文进行了一定的探索,更为偏重理论的层面,缺乏一线的研究成果。同时,许多新手教师在课堂上往往会感到茫然不知所措,他们非常急切地想要提高自己的课堂理答水平,却又没有合适的方法。基于以上因素,本研究在界定有效理答、新手教师和熟手教师及其相关概念内涵的基础上,对课堂理答观察、问卷调查和理论分析,目的是找出产生新手教师与熟手教师理答差距的原因,为新手教师在今后的课堂理答提出可参考的建议。本研究主要由六个部分构成:第一部分为绪论,主要介绍本研究的缘起、研究内容与方法及相关文献综述。并界定了本研究的核心概念。第二部分是对当前小学语文课堂理答行为整体情况进行调查和分析。该部分在前人研究成果的基础上设计课堂理答水平观察表,通过对L小学40名语文教师的课堂理答观察解当前小学语文教师课堂理答群体现状;通过对教师的问卷调查了解教师对小学语文课堂理答的主观认识;通过对学生的问卷和访谈,进一步了解教师理答现状以及学生对教师理答的诉求。第三部分是对小学语文课堂理答的行为个案比较分析。通过对特级教师贾志敏、优秀教师高跃永以及L校新手教师Z老师的同课异构的数据进行对比与分析,总结出新手教师与熟手教师之间课堂理答的差距与新手教师存在的问题与不足,为进一步提高课堂理答的实效提供依据。第四部分是小学语文教师课堂理答改进策略。基于第二、第三部分的观察研究资料,该部分针对新手教师课堂理答的问题提出了有针对性的策略与建议,以期能够进一步促进新手教师的课堂理答实效性。第五部分是新手教师采用本研究的策略后所取得的效果。通过对L小学新手教师Z老师的课堂水平数据的对比、学生的问卷调查以及Z老师自身的感受来检验策略的有效性和可操作性。第六部分是结语。总结概括研究中发现的问题及未来研究可关注的方向。
[Abstract]:"answer" is the teacher's response and treatment to students after answering questions. It is an important part of classroom questions and answers. It is not only a kind of teaching behavior, but also a kind of evaluation behavior. Timely, reasonable answer can improve the efficiency of the classroom, make the classroom full of vitality; It can promote the development of teachers and improve their teaching ability; The most important thing is to arouse the enthusiasm of students to learn, to arouse students' attention and thinking, and to promote students' understanding of knowledge and further study. For the lifelong development of students laid a solid foundation. For the teacher's classroom answer behavior research, only a few monographs and papers have a certain exploration, more emphasis on the theoretical level. Lack of first-line research. At the same time, many novice teachers in the classroom will often feel at a loss, they are very eager to improve their classroom reasoning. Based on the above factors, this study is based on the definition of effective answer, novice teachers and proficient teachers and their related concepts, observation of classroom answers, questionnaires and theoretical analysis. The purpose of this study is to find out the reasons for the gap between novice teachers and proficient teachers, and to put forward some suggestions for the novice teachers in the future. This study is mainly composed of six parts: the first part is the introduction. This paper mainly introduces the origin of this study. The research contents, methods and related literature are summarized. The core concepts of this study are defined. The second part is to investigate and analyze the whole situation of the present Chinese classroom reasoning and answer behavior in primary school. This part is based on the previous research results. On the basis of the design of the classroom answer level observation table. By observing the classroom answers of 40 Chinese teachers in L Primary School, the paper explains the present situation of Chinese teachers' classroom answers in primary schools. Through the questionnaire survey to the teachers to understand the teachers' subjective understanding of the Chinese classroom answers in primary schools; Through questionnaires and interviews with students. The third part is a comparative analysis of the behavior of primary school Chinese classroom answering. Through the special teacher Jia Zhimin. Excellent teachers Gao Yueyong and L school novice teachers Z teachers' heterogeneous data were compared and analyzed, summed up the gap between novice teachers and proficient teachers and the gap between novice teachers and the problems and shortcomings of novice teachers. In order to further improve the effectiveness of classroom answers to provide the basis. 4th is the primary school language teachers classroom answer improvement strategy. Based on the second part, the third part of the observation and research data. This part puts forward targeted strategies and suggestions for novice teachers to answer questions in class. In order to further promote the effectiveness of classroom answers for novice teachers. Part 5th is the effect achieved by novice teachers after adopting the strategy of this study. Comparison of classroom level data of Z teachers of L primary school novice teachers. . Students' questionnaire survey and teacher Z's own feelings are used to test the effectiveness and maneuverability of the strategy. Part 6th is the conclusion.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.2

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