本文選題：課堂觀察 + 教學(xué)行為�。� 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：新課改的根本要求是“育人為本”,核心任務(wù)是“提高質(zhì)量”,為了提高教學(xué)質(zhì)量,《國(guó)家中長(zhǎng)期教育改革和發(fā)展規(guī)劃綱要(2010-2020年)》提出要“注重教育內(nèi)涵發(fā)展,鼓勵(lì)學(xué)校辦出特色、辦出水平,出名師,育英才”,所以研究“名師”即專(zhuān)家型教師的教學(xué)行為有一定的必要性。并且第八次基礎(chǔ)化學(xué)課改十幾年了,效果如何,教學(xué)方式轉(zhuǎn)變有哪些?如何解決培養(yǎng)學(xué)生全面能力和高考?jí)毫_突的問(wèn)題?從一線教師身上也能找到一些實(shí)際參考價(jià)值。在實(shí)習(xí)期間,筆者有幸得到了武漢市某省重點(diǎn)高中Z老師的指導(dǎo),在與Z老師的接觸當(dāng)中,被其敬業(yè)的精神和嚴(yán)謹(jǐn)教學(xué)態(tài)度打動(dòng)。筆者選擇了武漢市某省重點(diǎn)高中的一名優(yōu)秀的特級(jí)教師Z老師作為個(gè)案研究的對(duì)象。首先對(duì)其進(jìn)行了為期兩個(gè)多月的課堂觀察,然后進(jìn)行了課堂錄像,收集了比較充分的資料,最后對(duì)收集到的資料反復(fù)觀看,分別從定量和定性?xún)蓚�(gè)方面進(jìn)行分析。通過(guò)課堂錄像觀察專(zhuān)家型教師的課堂教學(xué)行為,主要可以促進(jìn)教師的專(zhuān)業(yè)發(fā)展。對(duì)教學(xué)錄像中的細(xì)節(jié)進(jìn)行專(zhuān)業(yè)的分析、合理的建議,可以幫助教師有效的發(fā)現(xiàn)自身的問(wèn)題同時(shí)可以幫助教師對(duì)教學(xué)過(guò)程加深認(rèn)識(shí),繼而提高教學(xué)的有效性。本研究重點(diǎn)則是可以通過(guò)觀察專(zhuān)家型教師的教學(xué)行為,獲取一定經(jīng)驗(yàn)和啟發(fā)。定量分析研究對(duì)象是人教版化學(xué)必修一第三章《金屬及其化合物》第一節(jié)“金屬的化學(xué)性質(zhì)”的內(nèi)容,采用的編碼方式是化學(xué)課堂及信息技術(shù)的互動(dòng)分析編碼系統(tǒng)(CCITAS),利用課堂錄像研究法將四節(jié)課進(jìn)行文字轉(zhuǎn)錄、編碼分類(lèi)、矩陣分析、統(tǒng)計(jì)分析等步驟,得出了一個(gè)關(guān)于Z老師教學(xué)行為的初步結(jié)論：以教師為中心的上課模式,講授方法為主要的上課方式,演示實(shí)驗(yàn)和提問(wèn)時(shí)輔助的上課手段。換句話說(shuō)就Z老師是一名傳統(tǒng)的教師,上課方式擺脫不了傳統(tǒng)的方式。在這個(gè)基礎(chǔ)上接著做了大量的定性分析。定性分析主要采用的是總-分-總的分析模式,分析了Z老師的語(yǔ)言行為和非語(yǔ)言行為,重點(diǎn)是語(yǔ)言行為部分,非語(yǔ)言行為做補(bǔ)充。首先整體分析了Z老師的第一節(jié)課的整體教學(xué)結(jié)構(gòu)和流程,然后將這一節(jié)課分為12個(gè)部分,對(duì)12個(gè)部分詳細(xì)分析,最后總結(jié),得出的結(jié)論：Z老師這節(jié)課的主線是“生活-化學(xué)-生活”,非常樸素且很重要的一條化學(xué)教學(xué)線,最重要的化學(xué)觀念是“結(jié)構(gòu)決定性質(zhì),性質(zhì)決定用途”,最重要的講課模式是“引導(dǎo)-實(shí)驗(yàn)-板書(shū)-小結(jié)”,這種模式主要表現(xiàn)在實(shí)驗(yàn)演示部分,在講授為主的部分,Z老師主要采取的是由淺入深,層層對(duì)比,直擊化學(xué)重點(diǎn)和學(xué)生矛盾點(diǎn)的講授方式。Z老師上課時(shí)的語(yǔ)言呈現(xiàn)四個(gè)特點(diǎn)：一是層次性,二是條理性,三是精準(zhǔn)性,四是巧妙性。同時(shí)Z老師提問(wèn)的方式也是多元化分為：?jiǎn)枴约夯卮�、�?wèn)——學(xué)生齊答、問(wèn)——點(diǎn)學(xué)生答、問(wèn)——層層追問(wèn)和問(wèn)——換角度問(wèn)五種方式。最后筆者對(duì)本研究做出總結(jié),Z老師的教學(xué)行為有5個(gè)方面的啟發(fā)：一是擺正教學(xué)態(tài)度,二是有完整的教學(xué)結(jié)構(gòu),三是有層次分明的教學(xué)過(guò)程,四是教學(xué)中突出重難點(diǎn),五是課堂上時(shí)刻關(guān)注學(xué)生。從這五個(gè)方面,了解到第一點(diǎn)和最后一點(diǎn)尤其重要,特別是最后一點(diǎn)時(shí)刻關(guān)注學(xué)生。
[Abstract]:The basic requirement of the new curriculum reform is "educating people". The core task is "improving the quality". In order to improve the quality of teaching, "the national medium and long term education reform and development plan (2010-2020 years)" proposed to "pay attention to the development of education connotation, encourage the school to make the characteristics, run the water level, make the famous teacher and nurture the English talent", so the "famous teacher" is studied. The teaching behavior of the family type teachers has certain necessity. And the eighth basic chemistry courses have been changed for more than ten years. What is the effect and the transformation of the teaching mode? How to solve the problem of cultivating the students' overall ability and the pressure conflict of the college entrance examination? Some practical reference values can be found from the front line teachers. During the internship, the author has the pleasure to get it. The guidance of Z teacher of key high school in a province of Wuhan, in contact with teacher Z, was moved by his professionalism and strict teaching attitude. I chose an excellent teacher, teacher Z, an excellent teacher of the key high school of a province of Wuhan as the object of the case study. First, he carried out a class observation for more than two months and then carried out the study. In the classroom video, we collect more sufficient information, and finally analyze the collected data repeatedly, and analyze the two aspects of the quantitative and qualitative aspects. The classroom teaching behavior of the expert teacher can be observed through the classroom video recording, which can mainly promote the professional development of the teachers. It can help teachers find their own problems effectively and help teachers to deepen their understanding of the teaching process and improve the effectiveness of teaching. The focus of this study is to obtain some experience and inspiration by observing the teaching behavior of the expert teachers. Quantitative analysis and Research on the third chapters, like the human teaching edition, "metal and" Its compounds > the content of the first section "the chemical properties of metal", the encoding method used is the interactive analysis coding system (CCITAS) of chemistry class and information technology. The four courses are used to carry out the steps of text transcription, coding, matrix analysis, statistical analysis and so on by using the method of classroom video recording. Step conclusion: the teacher centered class mode, teaching method is the main way of class, demonstration and questioning the assistant class means. In other words, teacher Z is a traditional teacher, the way of class can not get rid of the traditional way. On this basis, we do a large quantity of qualitative analysis. Qualitative analysis is mainly used in the analysis. The general - total analysis model analyzes teacher Z's language behavior and nonverbal behavior, focusing on the part of language behavior and nonverbal behavior. First, it analyzes the overall teaching structure and process of the first lesson of teacher Z, and then divides this class into 12 parts, analyzes the 12 parts in detail, and finally concludes the conclusions. Z teacher's main line is "life chemistry life", a very simple and important chemical teaching line, the most important chemical concept is "structure determines nature, nature determines the use", the most important lecture mode is "Guide - Experiment - plate book - knot", this model is mainly shown in experimental demonstration part, teaching for The main part of the main part, Z teacher is mainly taken from the shallow, the comparison, the direct attack of chemical emphasis and the student contradictory point teaching method.Z teacher's language in class four characteristics: one is the level, the two is a rational, the three is accurate, four is ingenuity. At the same time, the way of asking questions by teacher Z is also pluralistic. The students answer, ask - ask - questions and questions - ask - ask - ask and ask - five ways to change angles. Finally, the author makes a summary of the study. Finally, the author makes a summary of this study. Z teacher's teaching behavior is enlightened in 5 aspects: one is the teaching attitude, the two is a complete teaching structure, three is a hierarchical teaching process, and the four is the teaching process inrush. The five is to pay attention to the students at all times in class. From these five aspects, it is especially important to know the first and last points, especially at the last moment.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.8

【參考文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 徐紅;新政策背景下專(zhuān)家型教師素質(zhì)與行為標(biāo)準(zhǔn)研究[D];華中師范大學(xué);2012年

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