小学数学课堂教学参与中“边缘人”现象的案例研究
发布时间：2019-02-21 13:50
【摘要】：学生是课堂的主体,有效的课堂将促进每一位学生的发展。然而在真实的课堂中,学生的参与情况差异很大。比如部分学生是课堂的“活跃者”,而一些却是课堂的“边缘人”。学生参与度的大小,直接影响学生的学习效果。因此,研究学生的课堂参与显得尤为有意义。课堂“边缘人”指凡是游离于课堂中心,没有积极参与课堂教学,没有得到良好发展的学生。这个群体的参与现状如何,影响“边缘人”参与情况的因素是什么,以及有何措施能改善他们的课堂参与现状成了笔者的研究重点。笔者主要通过案例分析的方法,对以上问题进行研究。第一方面,通过将录课视频转化为文本并进行具体分析,主要从课堂师生话语量比较、师生互动方式、教师提问方式以及教师的反馈方式,得出课堂是以教师为主体;其次通过对教室的座位编排和教师对学生的关注情况,反应了学生课堂参与的机会不均等。第二方面,以录课视频、课堂观察表以及访谈为主要方式,从行为、情感、认知三个方面剖析了研究对象的课堂参与情况。在行为方面,学生行为比较积极,但课堂卷入程度较低;在情感方面,学生体会到的积极情感少于消极情感;在认知参与方面,学生浅层次参与较多,深层次参与较少。第三方面,通过笔者跟踪录像观察,以及对研究对象、教师和家长的访谈,从课堂环境、家庭教育、数学学科特点以及学生的自身因素分析影响课堂“边缘人”参与的因素并提出相关的建议。
[Abstract]:Students are the main body of the classroom, effective classroom will promote the development of each student. However, the participation of students varies greatly in real class. For example, some students are "active" in the classroom, while some are "marginal" in the classroom. The size of student participation directly affects the learning effect of students. Therefore, the study of students' participation in the classroom is particularly meaningful. The "marginal person" in the classroom refers to those students who are free from the classroom center, do not actively participate in classroom teaching, and do not have good development. What is the status quo of the participation of this group, what are the factors influencing the participation of the "marginal people", and what measures can be taken to improve their participation in the classroom has become the focus of my research. The author mainly through the case analysis method, carries on the research to the above question. On the one hand, through the video recording into text and specific analysis, mainly from the classroom discourse volume comparison between teachers and students, teacher-student interaction, teacher questioning and teacher feedback, it is concluded that the classroom is teacher-centered; Secondly, it reflects the unequal opportunities for students to participate in the classroom by arranging the seats and paying attention to the students. In the second part, the participants' participation in the classroom is analyzed from three aspects of behavior, emotion and cognition, with video recording, classroom observation table and interview as the main methods. In the aspect of behavior, students' behavior is more positive, but the degree of classroom involvement is lower; in emotional aspect, students experience less positive emotion than negative emotion; in cognitive participation, students' shallow level participation is more, and deep level participation is less. The third aspect, through the author tracking video observation, as well as the research object, the teacher and the parent interview, from the classroom environment, the family education, The characteristics of mathematics and the students' own factors are analyzed and some suggestions are put forward.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5
本文编号：2427565
[Abstract]:Students are the main body of the classroom, effective classroom will promote the development of each student. However, the participation of students varies greatly in real class. For example, some students are "active" in the classroom, while some are "marginal" in the classroom. The size of student participation directly affects the learning effect of students. Therefore, the study of students' participation in the classroom is particularly meaningful. The "marginal person" in the classroom refers to those students who are free from the classroom center, do not actively participate in classroom teaching, and do not have good development. What is the status quo of the participation of this group, what are the factors influencing the participation of the "marginal people", and what measures can be taken to improve their participation in the classroom has become the focus of my research. The author mainly through the case analysis method, carries on the research to the above question. On the one hand, through the video recording into text and specific analysis, mainly from the classroom discourse volume comparison between teachers and students, teacher-student interaction, teacher questioning and teacher feedback, it is concluded that the classroom is teacher-centered; Secondly, it reflects the unequal opportunities for students to participate in the classroom by arranging the seats and paying attention to the students. In the second part, the participants' participation in the classroom is analyzed from three aspects of behavior, emotion and cognition, with video recording, classroom observation table and interview as the main methods. In the aspect of behavior, students' behavior is more positive, but the degree of classroom involvement is lower; in emotional aspect, students experience less positive emotion than negative emotion; in cognitive participation, students' shallow level participation is more, and deep level participation is less. The third aspect, through the author tracking video observation, as well as the research object, the teacher and the parent interview, from the classroom environment, the family education, The characteristics of mathematics and the students' own factors are analyzed and some suggestions are put forward.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5
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