本文選題：教師非言語(yǔ)行為 + 實(shí)施現(xiàn)狀�。� 參考：《陜西師范大學(xué)》2015年碩士論文

【摘要】：長(zhǎng)期以來(lái),人們一直將教師廣博的知識(shí)儲(chǔ)備、良好的教育機(jī)智以及高超的言語(yǔ)表達(dá)能力作為評(píng)價(jià)教師綜合素養(yǎng)的標(biāo)準(zhǔn)。卻忽視了作為傳遞知識(shí)的載體——教師的非言語(yǔ)行為在課堂教學(xué)過(guò)程中所起的重要作用。它不僅直接影響教育教學(xué)活動(dòng)的效果,而且對(duì)學(xué)生的情感、態(tài)度、價(jià)值觀的塑造有著潛移默化的作用。教師一個(gè)鼓勵(lì)的眼神,一個(gè)肯定的微笑,一個(gè)關(guān)懷的擁抱,都會(huì)對(duì)學(xué)生的情緒和情感產(chǎn)生積極的影響。然而,在現(xiàn)實(shí)的教育教學(xué)實(shí)踐中,作為教學(xué)的輔助手段,非言語(yǔ)行為卻成為教師無(wú)意識(shí)的、隨意性的、習(xí)慣化的一種行為。多數(shù)教師并沒(méi)有認(rèn)識(shí)到非言語(yǔ)行為對(duì)課堂教學(xué)所起到的效果。因此,本研究以新疆農(nóng)十二師某中學(xué)某班的教師和學(xué)生為研究對(duì)象,通過(guò)課堂觀察和深度訪談,分析了當(dāng)前教師課堂非言語(yǔ)行為運(yùn)用的現(xiàn)狀和所存在的問(wèn)題。在此基礎(chǔ)上,提出了優(yōu)化教師的課堂非言語(yǔ)行為的有效策略。本研究共分為四個(gè)部分。第一章引言,闡明了教師課堂非言語(yǔ)行為研究的意義,國(guó)內(nèi)外相關(guān)研究綜述以及研究的思路和方法。第二章對(duì)教師課堂非言語(yǔ)行為的理論基礎(chǔ)、表現(xiàn)形式、功能、以及運(yùn)用原則做了相關(guān)闡釋。第三章對(duì)中學(xué)教師課堂非言語(yǔ)行為的運(yùn)用現(xiàn)狀進(jìn)行了調(diào)查研究,通過(guò)課堂觀察和訪談法,發(fā)現(xiàn)教師對(duì)非言語(yǔ)行為的認(rèn)知和運(yùn)用上存在亟待解決的問(wèn)題,主要表現(xiàn)在運(yùn)用的單一化、體調(diào)性動(dòng)作運(yùn)用的消極作用、以及使用不協(xié)調(diào)三個(gè)方面。并對(duì)問(wèn)題從教師自身和外部?jī)蓚�(gè)方面作了歸因分析。在此基礎(chǔ)上,筆者在文章的第四部分提出了改善教師非言語(yǔ)行為的行之有效策略。
[Abstract]:For a long time, teachers' extensive knowledge reserve, good educational wit and excellent verbal expression ability have been regarded as the criteria for evaluating teachers' comprehensive literacy. However, teachers' nonverbal behavior, as a carrier of knowledge, plays an important role in classroom teaching. It not only directly affects the effect of educational activities, but also plays an imperceptible role in shaping students' emotion, attitude and values. An encouraging look, a positive smile, and a caring hug all have a positive effect on students' emotions and emotions. However, in the practical teaching practice, as an auxiliary means of teaching, non-verbal behavior has become a kind of behavior of teachers' unconscious, random and habitual. Most teachers do not realize the effect of nonverbal behavior on classroom teaching. Therefore, this study takes the teachers and students of a middle school in Xinjiang Agricultural No. 12 Division as the research object, through classroom observation and in-depth interviews, analyzes the current situation and existing problems of teachers' classroom non-verbal behavior. On this basis, the paper puts forward effective strategies to optimize teachers' classroom non-verbal behavior. This study is divided into four parts. The first chapter introduces the significance of the study of teachers' nonverbal acts in classroom, the summary of relevant researches at home and abroad, and the research ideas and methods. The second chapter explains the theoretical basis, manifestation, function and application principle of teacher's nonverbal behavior in class. The third chapter investigates the current situation of teachers' application of non-verbal behavior in classroom. Through classroom observation and interview, we find that there are some problems to be solved in teachers' cognition and application of non-verbal behavior. It is mainly manifested in three aspects: single use, negative effect of tonality, and incoordination of use. And the problem from the teachers themselves and external two aspects of attribution analysis. On this basis, the author puts forward some effective strategies to improve teachers' non-verbal behavior in the fourth part of the article.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G632.4

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本文編號(hào)：1833881