教师期望对初中语文素质教育及学科成绩的影响探究
发布时间：2018-09-12 17:46
【摘要】：语文是一门集工具性、人文性于一身的学科,它是其他学科发展的筑基之石。学会并熟练掌握、运用语文有利于促进人与人之间更顺畅地沟通交流;有利于推动科学技术的飞速发展、社会经济的繁荣昌盛;有助于中华文明的传承、弘扬,全球文化的融会贯通。所以,学好语文这门最基础的学科,显得尤为重要。本论文主要探究了教学过程中教师期望这一变量对初中生语文素质教育的影响作用。笔者以语文教学实践活动为前提,运用已有的研究理论成果,立足《义务教育语文课程标准(2011年版)》,具体分析语文教学过程中遇到的典型案例,归纳总结所收集的数据信息。文章从教师期望产生的实际教学背景出发,对贯穿教师授课、学生学习的实践过程中,影响教师期望的主要变量因素进行了逐一探究。笔者通过为具体探究对象(初中生、语文教师)制定、实施有针对性的教学计划;认真观察、详细记录实验过程;反复修正、调整实验方案;精心设计调查问卷,全面搜集反馈信息等一系列教学实践调研活动,用真实的教学实验数据阐释教师期望对初中生语文素质的具体影响作用。本论文的主要目的是希望通过对教师期望与初中生语文素质关系的探究,切实帮助学生成功通过中招考试、提高语文学科成绩、提升语文综合素质。笔者经过探究发现:师生关系在教师期望与语文素质教育中起到桥梁作用。师生关系不仅是教师期望存在的基础,也是教师期望的重要影响因素之一。学生语文学科素质的高低会影响师生关系,进而影响教师期望。从教学实效(宏观角度)上考虑,笔者大致将影响分为三大类:(1)教师期望对提高初中生语文素质具有积极的推进作用。(2)教师期望对提高初中生语文素质具有消极的阻碍作用。(3)教师期望对提高初中生语文素质的影响甚微。着眼于语文学科素质教育具体内容,笔者发现:教师期望对学生语文综合素质中的学业成绩、兴趣爱好、汉语言综合运用能力、学生综合素质、人格塑造等方面均存在不同程度的影响。目前大部分的理论研究成果认为:影响语文素质教学活动的主导因素是学生自身。甚至有一部分探究者忽略了教师期望对语文素质教学的影响作用。本探究不仅致力于学生语文学科成绩的提高,更注重从多方位入手分析学生现状,准确地把握学生心理,认真分析问题产生根源。另一方面,笔者从教师期望引出教师自身对学生语文素质教育的影响。本文旨在用客观的探究数据,具体诠释了主观性较强、较抽象的教师期望与语文学科素质教育、学科成绩之间的联系。此外,笔者希望通过这一次语文教学活动的浅显探索,发现存在于日常语文教学活动中的问题并能够为教学工作者今后的语文教学提供部分值得参考借鉴的经验与方法。
[Abstract]:Language is a subject of instrumentality and humanism, which is the foundation stone for the development of other disciplines. To learn and master it well is helpful to promote the smooth communication between people; to promote the rapid development of science and technology; to promote the prosperity of social economy; to inherit and carry forward the Chinese civilization. Therefore, it is very important to learn Chinese well. This paper mainly explores the influence of teacher expectation on the quality education of junior middle school students'Chinese. The author takes the practice of Chinese teaching as the premise and applies the existing research results to the compulsory education of Chinese. Course Standards (2011 edition)>, a specific analysis of typical cases encountered in the process of Chinese teaching, summed up the collected data and information. This article from the actual teaching background of teachers'expectations, through the teaching of students' learning practice, the main variables affecting teachers'expectations were explored one by one. In order to formulate and implement a specific teaching plan for the specific inquiry objects (junior middle school students, Chinese teachers); to observe carefully and record the experimental process in detail; to revise repeatedly and adjust the experimental scheme; to design a questionnaire carefully and collect feedback information comprehensively, and to explain the teachers'expectations of junior middle school with real teaching experimental data. The main purpose of this paper is to explore the relationship between teachers'expectations and junior high school students' Chinese quality, to help students successfully pass the middle school entrance examination, to improve their Chinese academic achievements, and to enhance their comprehensive Chinese quality. Teacher-student relationship is not only the basis of teachers'expectations, but also one of the important factors affecting teachers' expectations. The quality of students'Chinese subject will affect the relationship between teachers and students, and then affect teachers' expectations. Secondly, teachers'expectations have a negative hindrance effect on the improvement of students' Chinese quality. (3) Teachers'expectations have little influence on the improvement of students' Chinese quality. At present, most of the theoretical research results hold that the dominant factor affecting the teaching activities of Chinese quality is the students themselves, and even some of the inquirers neglect the influence of teachers'expectations on the teaching of Chinese quality. This research is not only devoted to the improvement of students'Chinese academic achievements, but also pays more attention to the analysis of students' current situation from various aspects, accurately grasp students'psychology, and seriously analyze the causes of the problems. On the other hand, the author draws out the influence of teachers themselves on students' Chinese quality education from teachers'expectations. In addition, the author hopes to find out the problems existing in the daily Chinese teaching activities and provide some references for the future Chinese teaching of the teaching staff. Experience and methods.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
本文编号：2239779
[Abstract]:Language is a subject of instrumentality and humanism, which is the foundation stone for the development of other disciplines. To learn and master it well is helpful to promote the smooth communication between people; to promote the rapid development of science and technology; to promote the prosperity of social economy; to inherit and carry forward the Chinese civilization. Therefore, it is very important to learn Chinese well. This paper mainly explores the influence of teacher expectation on the quality education of junior middle school students'Chinese. The author takes the practice of Chinese teaching as the premise and applies the existing research results to the compulsory education of Chinese. Course Standards (2011 edition)>, a specific analysis of typical cases encountered in the process of Chinese teaching, summed up the collected data and information. This article from the actual teaching background of teachers'expectations, through the teaching of students' learning practice, the main variables affecting teachers'expectations were explored one by one. In order to formulate and implement a specific teaching plan for the specific inquiry objects (junior middle school students, Chinese teachers); to observe carefully and record the experimental process in detail; to revise repeatedly and adjust the experimental scheme; to design a questionnaire carefully and collect feedback information comprehensively, and to explain the teachers'expectations of junior middle school with real teaching experimental data. The main purpose of this paper is to explore the relationship between teachers'expectations and junior high school students' Chinese quality, to help students successfully pass the middle school entrance examination, to improve their Chinese academic achievements, and to enhance their comprehensive Chinese quality. Teacher-student relationship is not only the basis of teachers'expectations, but also one of the important factors affecting teachers' expectations. The quality of students'Chinese subject will affect the relationship between teachers and students, and then affect teachers' expectations. Secondly, teachers'expectations have a negative hindrance effect on the improvement of students' Chinese quality. (3) Teachers'expectations have little influence on the improvement of students' Chinese quality. At present, most of the theoretical research results hold that the dominant factor affecting the teaching activities of Chinese quality is the students themselves, and even some of the inquirers neglect the influence of teachers'expectations on the teaching of Chinese quality. This research is not only devoted to the improvement of students'Chinese academic achievements, but also pays more attention to the analysis of students' current situation from various aspects, accurately grasp students'psychology, and seriously analyze the causes of the problems. On the other hand, the author draws out the influence of teachers themselves on students' Chinese quality education from teachers'expectations. In addition, the author hopes to find out the problems existing in the daily Chinese teaching activities and provide some references for the future Chinese teaching of the teaching staff. Experience and methods.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
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