专家型化学教师课堂教学言语行为研究

发布时间：2018-10-24 19:11

【摘要】：伴随着教师专业发展的日益推进,中小学教师的优秀代表——专家型教师,势必成为学界关注的焦点。课堂是教师教育教学的主要场所,也是反映其教学特征的所在地。课堂教学言语是教师教学思维的载体,是一种外显行为,便于研究,故对专家型教师的课堂教学言语行为的研究可行性强且意义重大。本研究聚焦于一位专家型化学教师——陕西省西安中学秦才玉老师的课堂教学,依托于人教版选修3《物质结构与性质》第一章“原子结构与性质”和第二章“分子结构与性质”,以弗兰德斯互动分析系统(FIAS)为主,质性分析为辅的研究方法,通过剖析秦老师的课堂教学言语行为,追寻其课堂教学规律,以飨读者。本研究共计五章。第1章引言。依次阐述了选题背景、国内外相关研究综述、研究的理论基础以及相关概念界定。第2章研究概述。首先说明了研究对象的选择缘由；其次梳理了研究思路与方法；最后介绍了研究工具。第3章研究对象的数据处理。首先对秦老师的不同类型课堂进行统计并予以分析,再将他所有样本言语行为类别统计,形成秦老师的教学特征。第4章结论。总结归纳出秦老师在学生主体性、教师的学生观、课堂中师生关系的融洽性、教师课堂教学提问比率几个方面的教学特征。第5章研究的启示与不足。通过对秦老师12个课堂教学样本的研究、访谈以及对学生(秦老师任课班级的学生)的访谈,形成如下启示：(1)积极参加各级各类培训、主动上公开课。(2)尊重信任学生,建立和谐的师生关系。(3)参与教研活动,提升教育科研能力。(4)注重言传身教,保持乐观积极的生活态度。(5)在实践中摸索,形成自己的一种教育教学风格。本研究的不足：(1)由于时间所限,导致所选样本课型还不全面,没能更加全面地总结出秦老师的其他课型的教学特征。(2)为了不影响中学生学习,拍摄课堂教学过程的位置只选择在教室的后面,导致视频记录仅仅关注了课堂中的教师行为。本研究旨在通过研究秦老师的课堂教学言语行为,追寻其课堂教学言语特征,从而帮助新手型化学教师快速成长,并为化学教师教育提供实证依据。
[Abstract]:With the development of teachers' professional development, the outstanding representative of primary and secondary school teachers-expert teachers, is bound to become the focus of academic attention. Classroom is the main place of teacher education and teaching, and also reflects its teaching characteristics. Classroom teaching speech is the carrier of teachers' teaching thinking, it is a kind of explicit behavior, which is easy to study, so the research on classroom teaching speech act of expert teachers is feasible and significant. This study focuses on the classroom teaching of Qin Caiyu, an expert chemistry teacher in Xi'an Middle School in Shaanxi Province. Relying on the first chapter "Atomic structure and Properties" and the second "Molecular structure and Properties" of the selected edition 3, "the structure and Properties of matter", the research method of Flanders interactive analysis system (FIAS), supplemented by qualitative analysis, is used. By analyzing teacher Qin's speech behavior in classroom teaching, the author tries to find out the rules of classroom teaching for readers. This study consists of five chapters. Chapter 1 introduction. In turn, the background of the topic, the domestic and foreign related research review, the theoretical basis of the study and the definition of relevant concepts. Chapter 2 is an overview of the research. Firstly, it explains the reason of choosing the research object; secondly, it combs the research ideas and methods; finally, it introduces the research tools. Chapter 3 deals with the data processing of objects. Firstly, the author makes statistics and analyses the different types of classes of teacher Qin, and then statistics all his sample speech acts to form the teaching characteristics of teacher Qin. Chapter 4 conclusion. This paper sums up the teaching characteristics of teacher Qin in the aspects of student subjectivity, teacher's view of students, the rapport between teachers and students in class, and the ratio of teachers' questioning in classroom teaching. The fifth chapter studies the enlightenment and the insufficiency. Through the study of 12 samples of Qin's classroom teaching, interviews and interviews with students (students of Qin's class), the following inspirations are formed: (1) to actively participate in all kinds of training at all levels, and to take the initiative to attend open classes. (2) to respect and trust students, To establish a harmonious teacher-student relationship. (3) to participate in teaching and research activities to promote the ability of education and scientific research. (4) to pay attention to teaching by words and deeds and to maintain an optimistic and positive attitude towards life. (5) to explore in practice and form a style of education and teaching. The shortcomings of this study are: (1) due to time constraints, the selected sample class is not comprehensive, and it can not sum up the teaching characteristics of other classes of teacher Qin more comprehensively. (2) in order not to affect the learning of middle school students, The location of the shooting of the classroom teaching process is only selected at the back of the classroom, which results in the video recording only paying attention to the teacher's behavior in the classroom. The purpose of this study is to search for the classroom teaching speech characteristics of teacher Qin by studying their classroom teaching speech acts, so as to help the novice chemistry teachers to grow rapidly, and to provide empirical evidence for chemistry teachers' education.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8

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