小学教师课堂非言语行为优化研究

发布时间：2018-04-14 13:16

本文选题：非言语行为 + 教师课堂非言语行为　；参考：《四川师范大学》2015年硕士论文

【摘要】：教师在课堂教学中除了使用语言来向学生传递知识和交流情感外,教师的眼神、表情、身体姿态、手势等非言语行为也时时刻刻在向学生传递着信息,它们有时候起着言语不能替代的作用,而这些无声的语言却常常被教师所忽略。在小学阶段,小学生与其他学龄阶段的学生(如初中生、高中生、大学生)不同,有着自己独特的心理发展特征,这使得小学教师的课堂非言语行为的作用就更加突出。此研究通过调查小学教师在课堂上运用非言语行为的现状,发现小学教师课堂非言语行为存在的问题,分析问题存在的原因,尝试着找出优化小学教师课堂非言语行为的策略,最后实施策略。本研究研究的对象是成都市某小学的教师,通过课堂观察和对教师的访谈着手收集资料,通过行动研究探索优化策略。本文主要分为分四部分。第一部分绪论主要论述了研究的缘起、研究的目的及意义、文献综述和研究的方法与过程。第二部分主要针对非言语行为、教师课堂非言语行为进行了概念界定。第三部分采用课堂观察,教师访谈,对成都市某小学的教师们在课堂上所表现的非言语行为的现实情况进行了考察,并对其存在的问题和问题背后的原因进行了分析。第四部分根据考察现状的结果,探索优化小学教师课堂非言语行为的策略,通过清理优化小学教师课堂非言语行为相关理论、剖析小学教师课堂非言语行为的构成和作用,阐述优化小学教师课堂非言语行为的原则,制定优化小学教师课堂非言语行为工具,最后通过行动研究,将策略付诸于实践,从理论上学习,教师互相观摩听课,教师自我反思的途径试图找到能够优化小学教师课堂非言语行为的有效方法。
[Abstract]:In addition to the use of language to convey knowledge and communicate emotions to students in classroom teaching, teachers' non-verbal behaviors, such as eyes, expressions, body gestures, gestures, and so on, also convey information to students all the time.Sometimes they play an irreplaceable role, but these silent languages are often ignored by teachers.In primary school, pupils are different from other school-age students (such as junior high school students, senior high school students, college students) and have their own unique psychological development characteristics, which makes the role of classroom non-verbal behavior of primary school teachers more prominent.By investigating the current situation of primary school teachers' use of nonverbal behavior in class, this study finds out the problems existing in classroom nonverbal behaviors of primary school teachers, analyzes the causes of the problems, and tries to find out the strategies to optimize the classroom nonverbal behaviors of primary school teachers.Finally, implement the strategy.The object of this study is the teachers of a primary school in Chengdu. Through classroom observation and interview with the teachers, we collect the data and explore the optimization strategies through the action research.This paper is divided into four parts.The first part mainly discusses the origin of the study, the purpose and significance of the study, literature review and research methods and processes.The second part defines the concept of non-verbal behavior in classroom.In the third part, classroom observation and teacher interview are used to investigate the actual situation of teachers' nonverbal behavior in a primary school in Chengdu, and the existing problems and the reasons behind the problems are analyzed.The fourth part explores the strategies to optimize the classroom nonverbal behavior of primary school teachers according to the results of the investigation, and analyzes the composition and function of classroom nonverbal behavior of primary school teachers by cleaning up the relevant theories of optimizing the classroom nonverbal behavior of primary school teachers.This paper expounds the principles of optimizing classroom nonverbal behaviors of primary school teachers, and formulates the tools for optimizing classroom nonverbal behaviors of primary school teachers. Finally, through the research of actions, the strategies are put into practice, and the teachers learn theoretically, and teachers observe and listen to each other.The way of teachers' self-reflection is to find an effective way to optimize the non-verbal behaviors of primary school teachers.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G622.4

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