拉萨市初中汉语文教师有效教学行为研究

发布时间：2018-01-01 11:10

本文关键词：拉萨市初中汉语文教师有效教学行为研究　出处：《西藏大学》2017年硕士论文　论文类型：学位论文

【摘要】：为了解当前拉萨市初中汉语文教师教学行为的有效性,我们分别从性别、年龄、民族、学历、专业、知识的渊博程度、任教年级共7个维度对教师的10类课堂教学行为——“讲授、组织课堂讨论、提问、适应性教学、创建课堂环境、激励、运用非语言手段、管理课堂、管理教学时间、管理作业”进行了差异分析。研究结果表明:拉萨市初中汉语文教师有效教学行为在民族、年龄、学历、专业、任教年级、知识渊博程度上均存在显著差异。藏族教师有效教学行为高于汉族教师有效教学行为;“40—49岁”阶段的教师有效教学行为明显高于“30—39岁”教师的有效教学行为;本科学历教师的有效教学行为显著高于大专学历教师的有效教学行为,大专学历教师的有效教学行为显著高于高中或中专学历教师的有效教学行为;“汉语言专业”教师的有效教学行为显著高于“非汉语专业”教师的有效教学行为;“知识渊博”教师的有效教学行为显著高于“知识不渊博”教师的有效教学行为;“9年级”教师的有效教学行为显著高于“7年级”教师的有效教学行为。基于此,提出如下建议:充分发挥校长在“有效教学”实施中的引领作用;落实“以学习者为中心”的课堂教育教学理念;构建“基于学习”的课堂教学评价体系;构建和谐融洽的藏汉师生关系;提升汉语文教师的专业对口率和学历;
[Abstract]:In order to understand the effectiveness of the teaching behavior of Chinese teachers in junior middle school in Lhasa, we respectively from the gender, age, nationality, education, professional, knowledge of the profound degree. The teaching grade has seven dimensions to the teacher's 10 kinds of classroom teaching behavior: "lecturing, organizing classroom discussion, asking questions, adaptive teaching, creating classroom environment, motivating, using non-verbal means, managing classroom." The results show that the effective teaching behavior of Chinese teachers in junior middle school in Lhasa is nationality, age, education, specialty and grade. The effective teaching behavior of Tibetan teachers is higher than that of Han nationality teachers. The effective teaching behavior of "40-49 years old" teachers is obviously higher than that of "30-39 years old" teachers. The effective teaching behavior of undergraduate teachers is significantly higher than that of junior college teachers, and the effective teaching behavior of junior college teachers is significantly higher than that of high school or technical secondary school teachers. The effective teaching behavior of "Chinese language major" teachers is significantly higher than that of "non-Chinese major" teachers; The effective teaching behavior of "knowledgeable" teachers is significantly higher than that of "unknowledgeable" teachers; The effective teaching behavior of "Grade 9" teachers is significantly higher than that of "Grade 7" teachers. Based on this, the following suggestions are put forward: giving full play to the principal's leading role in the implementation of "effective Teaching"; Implement the "learner-centered" concept of classroom education; Constructing the classroom teaching evaluation system based on learning; Constructing harmonious relationship between Tibetan and Chinese teachers and students; To improve the professional counterpart rate and academic qualifications of Chinese language teachers;
【学位授予单位】：西藏大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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