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  本文關鍵詞：高中地理新手—專家型教師課堂師生互動比較研究　出處：《江西師范大學》2015年碩士論文　論文類型：學位論文

  更多相關文章： 高中地理 專家型教師 新手型教師 課堂師生互動

【摘要】：新手型教師在教學技能、課堂管理等方面經驗不足,影響教學效率。為了提高教學效率,壯大師資力量,新手型教師需盡快轉變?yōu)閷＜倚徒處�。本論文以課堂師生互動為切入點,分析探討高中地理新手型教師與專家型教師的互動差異,發(fā)現新手型教師課堂師生互動的不足,提煉專家型教師課堂師生互動的精妙之處,從而給新手型教師的教育教學提供借鑒,提高他們的教學的技能,促進其盡快向專家型教師轉變。本研究對相關研究文獻進行了整理和總結,了解國內外關于專家型教師和新手型教師及課堂師生互動的相關理論研究和實證研究成果;在堅實的理論基礎上,本研究采取問卷調查和課堂觀察等研究方式,分析高種地理新手型教師和專家型教師課堂師生互動方面差異。本研究表明:(1)課前準備。高中地理專家型教師課前師生互動準備充分,并能根據課堂具體實情做出適當調整,能夠充分考慮到學生的學情。高中地理新手型教師課前對于課堂互動的設計過于死板,其課堂師生互動的設計易忽視學生學情。(2)課堂師生互動的生成與實施。高中地理專家型教師在組織課堂師生互動時能夠落實學生主體地位,考慮學生學情,適時對互動情況進行反饋,并能引導學生進行自我修正;其在課堂上注重與學生進行積極情感交流,并能與學生保持融洽、相互尊重的師生關系。高中地理新手型教師組織課堂互動時,容易拘泥于教案,忽視學生學情,并且不能很好的引導學生進行自我修正;其在課堂上有時會對學生產生批評、苛責甚至懲罰等消極的情感。(3)教師課后對課堂師生互動實施狀況的反思。高中地理專家型教師課后能夠通過不斷的教學反思,發(fā)現并分析解決課堂師生互動方面的問題,從而提高其互動效率。高中地理新手型教師課后對其課堂互動情況的反思意識較弱。本論文旨在通過對高中地理專家型教師與新手型教師課堂師生互動的差異研究,提出提高高中地理新手型教師課堂師生互動效率的策略。
[Abstract]:The novice teachers in teaching skills, classroom management and other aspects of the lack of experience, affects the teaching efficiency. In order to improve the teaching efficiency, strengthen teachers strength, novice teachers need to change as soon as possible for expert teachers. In this paper, the classroom teacher-student interaction as the breakthrough point, analysis of the interaction of high school geography between novice teachers and expert teachers. Lack of teacher-student interaction in the classroom of novice teachers, expert teachers and students refine the subtleties of classroom interaction, and to the teaching of novice teachers to provide reference, improve their teaching skills, promote the teachers to expert change as soon as possible. In this study, it summarizes the relevant research literature at home and abroad, to understand expert teachers and novice teachers and classroom teacher-student interaction in the relevant theoretical and empirical research; based on solid theory, this research adopts the questionnaire And classroom observation and other research methods, analysis of high teacher geography novice teachers and expert teachers classroom interaction differences. This study shows that: (1) preparation before the class. The expert geography teachers before class interaction between teachers and students to the full, and can make appropriate adjustments according to the specific facts of the classroom, can give full consideration to the students' learning high school geography. The novice teachers before class design for classroom interaction is too rigid, the teacher-student interaction design easy to ignore the students learning situation. (2) the formation and implementation of the teacher-student interaction. The expert geography teachers to implement the principal role of students in teacher-student interactive classroom organization, consider students timely the interaction of feedback, and guide students to self correct; it pays attention to positive emotional communication with students in the classroom, and can maintain rapport with students, teachers and students relations of mutual respect and senior high school. Geography novice teachers to organize classroom interaction, easy to adhere to the teaching plan, ignoring students' learning situation, and not very good to guide students to self correct it; sometimes in the classroom for students to produce criticism, blame and even punishment negative emotions. (3) after the reflection of teacher class interaction between teachers and students on the implementation status. The expert geography teachers class through continuous teaching reflection, discovery and analysis to solve the teacher-student interaction problems, so as to improve the efficiency of interaction. The high school geography novice teachers class on the classroom interaction reflection consciousness is weak. This paper aims to study the difference of interaction between teachers and students in high school geography expert teacher and novice teachers in the classroom, teachers and students to improve the high school geography novice teachers classroom interaction efficiency strategy.

【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.55

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本文編號：1359439