小学课堂师生互动的空间差异及对策研究
发布时间：2018-12-20 10:11
【摘要】：座位空间是教学环境的重要组成部分,它担负着教育资源和教育机会的分配,直接影响到学生的全面发展。师生互动并不是孤立的、理想化的师生对偶关系,而是与师生所处的整个环境密切联系在一起的。其中,最明显和重要的因素之一就是学生的座位空间。因此关于学生座位的研究颇受教育界的关注,但此方面的研究多集中在座位的形式、如何编排座位等方面。鲜有研究将座位作为一种空间进行探究,座位作为一种空间的意义需要被挖掘。从空间角度看,座位不仅有物质层面的构成,同时也有着非常丰富的社会含义。本研究基于空间社会学的视角,探究“秧田”式座位小学课堂师生互动存在的空间差异,以求最大限度地弱化差异,实现教学公平。本研究中运用课堂观察法、访谈法,以河北与重庆的3所小学一至六年级的语文、数学、英语47节课为研究对象。本研究共分为七部分,第一部分为引言,分别介绍了本研究的背景与意义、文献综述、概念界定、研究问题、研究思路与方法；第二部分从空间社会学角度阐述座位的空间内涵,深入阐释了座位的物理性与社会性内涵,奠定了本研究的理论基础；第三部分介绍了对小学课堂师生教学性互动的空间差异的分析；第四部分介绍了对小学课堂师生管理性互动的空间差异的分析；第五部分介绍了小学课堂师生其他互动的差异的分析；第六部分总结了小学课堂师生互动空间差异的结果,并从空间社会学角度对原因进行了探讨。第七部分从空间社会学角度提出了弱化差异的对策。本研究通过分析47节课的师生互动发现,小学课堂师生互动存在空间差异。在教学性互动方面,教师与前排、中排的学生互动频次更高,尤其是前左、前中、前右、中中区域的学生。并且前、中排学生回答问题的质量明显高于后排学生。教师在对不同区域学生提问的类型存在着差异,对前、中排学生倾向于提问过程性问题,对后排学生提问较多结果性问题与经验性问题。在教师对学生的反馈方面,教师对前、中排的学生给予较多的积极反馈,对后排的学生给予的消极反馈较多,而且很大部分对后排学生的提问是为了提醒后排学生跟上教学进程,避免开小差。在管理性互动上,前、中排学生受教师表扬的频率高于后排学生,而且对后排学生的问题行为管理次数较多,并且倾向于采取中等管理强度的言语提醒、强制禁止的方式,对前中排的学生更多采取的是低强度的非言语暗示。在其他互动方面并未表现出明显的空间差异,教师在对学生进行其他互动时倾向于就近原则。
[Abstract]:Seat space is an important part of teaching environment. It shoulders the allocation of educational resources and educational opportunities and directly affects the overall development of students. Teacher-student interaction is not isolated, idealized teacher-student duality, but closely related to the whole environment in which teachers and students live. One of the most obvious and important factors is student seat space. Therefore, the research on student seat is paid much attention by the educational circles, but the research focuses on the form of seat, how to arrange seat and so on. There are few studies on seat as a kind of space, and the significance of seat as a kind of space needs to be excavated. From a spatial point of view, the seat not only has a material level of composition, but also has a very rich social meaning. Based on the perspective of spatial sociology, this study explores the spatial differences in teacher-student interaction between teachers and students in "Yangtian" primary school, in order to weaken the differences to the maximum extent and to achieve teaching fairness. In this study, using classroom observation and interview, 47 classes of Chinese, mathematics and English in three primary schools in Hebei and Chongqing were studied. This research is divided into seven parts, the first part is the introduction, respectively introduced the background and significance of this study, literature review, concept definition, research issues, research ideas and methods; The second part elaborates the space connotation of the seat from the angle of space sociology, explains the physical and social connotation of the seat in depth, and lays the theoretical foundation of this research. The third part introduces the analysis of the spatial difference of teacher-student interaction in primary school classroom, the fourth part introduces the spatial difference of the teacher-student management interaction in primary school classroom. The fifth part introduces the analysis of the differences of other interactions between teachers and students in primary school classroom, and the sixth part summarizes the results of the spatial differences of teacher-student interaction in primary schools, and probes into the reasons from the perspective of spatial sociology. The seventh part puts forward the countermeasure of weakening the difference from the angle of space sociology. Based on the analysis of teacher-student interaction in 47 classes, this study finds that there are spatial differences in teacher-student interaction in primary schools. In terms of instructional interaction, the frequency of interaction between teachers and students in front row and middle row is higher, especially students in front left, front middle, front right and middle area. Moreover, the quality of students answering questions in the middle row was significantly higher than that in the back row. There are differences in the types of students' questions in different regions. In front, middle row students tend to ask procedural questions, while students in the back are asked more result questions and empirical questions. In terms of teachers' feedback to students, teachers give more positive feedback to the students in the front and middle rows, and more negative feedback to the students in the back row. And most of the back-row students are asked to remind them to keep up with the teaching process and avoid desertion. In the management interaction, the middle row students are praised by the teacher more frequently than the back row students, and the problem behavior management times of the back row students are more, and they tend to adopt the way of the middle management intensity verbal warning and the compulsory prohibition. Students in the front and middle row were more likely to take low-intensity non-verbal cues. There is no significant spatial difference in other interactions, and teachers tend to approach the principle of proximity when they interact with students.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G622.4
本文编号：2387844
[Abstract]:Seat space is an important part of teaching environment. It shoulders the allocation of educational resources and educational opportunities and directly affects the overall development of students. Teacher-student interaction is not isolated, idealized teacher-student duality, but closely related to the whole environment in which teachers and students live. One of the most obvious and important factors is student seat space. Therefore, the research on student seat is paid much attention by the educational circles, but the research focuses on the form of seat, how to arrange seat and so on. There are few studies on seat as a kind of space, and the significance of seat as a kind of space needs to be excavated. From a spatial point of view, the seat not only has a material level of composition, but also has a very rich social meaning. Based on the perspective of spatial sociology, this study explores the spatial differences in teacher-student interaction between teachers and students in "Yangtian" primary school, in order to weaken the differences to the maximum extent and to achieve teaching fairness. In this study, using classroom observation and interview, 47 classes of Chinese, mathematics and English in three primary schools in Hebei and Chongqing were studied. This research is divided into seven parts, the first part is the introduction, respectively introduced the background and significance of this study, literature review, concept definition, research issues, research ideas and methods; The second part elaborates the space connotation of the seat from the angle of space sociology, explains the physical and social connotation of the seat in depth, and lays the theoretical foundation of this research. The third part introduces the analysis of the spatial difference of teacher-student interaction in primary school classroom, the fourth part introduces the spatial difference of the teacher-student management interaction in primary school classroom. The fifth part introduces the analysis of the differences of other interactions between teachers and students in primary school classroom, and the sixth part summarizes the results of the spatial differences of teacher-student interaction in primary schools, and probes into the reasons from the perspective of spatial sociology. The seventh part puts forward the countermeasure of weakening the difference from the angle of space sociology. Based on the analysis of teacher-student interaction in 47 classes, this study finds that there are spatial differences in teacher-student interaction in primary schools. In terms of instructional interaction, the frequency of interaction between teachers and students in front row and middle row is higher, especially students in front left, front middle, front right and middle area. Moreover, the quality of students answering questions in the middle row was significantly higher than that in the back row. There are differences in the types of students' questions in different regions. In front, middle row students tend to ask procedural questions, while students in the back are asked more result questions and empirical questions. In terms of teachers' feedback to students, teachers give more positive feedback to the students in the front and middle rows, and more negative feedback to the students in the back row. And most of the back-row students are asked to remind them to keep up with the teaching process and avoid desertion. In the management interaction, the middle row students are praised by the teacher more frequently than the back row students, and the problem behavior management times of the back row students are more, and they tend to adopt the way of the middle management intensity verbal warning and the compulsory prohibition. Students in the front and middle row were more likely to take low-intensity non-verbal cues. There is no significant spatial difference in other interactions, and teachers tend to approach the principle of proximity when they interact with students.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G622.4
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