【摘要】：在我國,最先與教師教學(xué)形體語言相關(guān)的研究可以追溯到二十世紀80年代。早期研究主要是一些對國外研究成果的譯著,大部分涉及教學(xué)形體語言的相關(guān)概念界定及其分類。近年來有關(guān)教師教學(xué)形體語言的研究轉(zhuǎn)向了教學(xué)形體語言的重要性、應(yīng)用原則及其與學(xué)生學(xué)習(xí)效果之間的關(guān)系等方面。但涉及到教師教學(xué)形體語言的評價研究卻是鳳毛麟角。文章針對教師教學(xué)形體語言進行的評價研究主要目的是探索出教師教學(xué)形體語言的有效表現(xiàn)形式,總結(jié)出一套行之有效的評價教學(xué)形體語言的評價體系。研究工作分為以下幾個主要內(nèi)容:首先,確立教師教學(xué)形體語言的評價指標。指標體系的構(gòu)建過程應(yīng)用到了文獻研究法、觀察法、訪談法、德爾菲法和問卷調(diào)查法等方法。最終構(gòu)建得到的評價指標體系共計一級維度4個,二級觀測指標11個。其次,探究教師教學(xué)形體行為的有效表現(xiàn)形式。筆者以空間理論、教育學(xué)、心理學(xué)及身勢學(xué)的相關(guān)理論為基礎(chǔ),在觀摩了大量優(yōu)秀教師的教學(xué)實況后,對教師教學(xué)形體語言的有效表現(xiàn)形式進行了初步擬定。之后,本著學(xué)生本位的思想,筆者參照學(xué)生調(diào)查問卷收集回來的結(jié)果對初步擬定的教師教學(xué)形體語言的有效表現(xiàn)形式進行了修改與完善,并以此為依據(jù)制定了教師教學(xué)形體語言評價標準。最后,開發(fā)評價工具并對評價體系的信度和效度進行統(tǒng)計檢驗。本著質(zhì)性評價和量化評價相結(jié)合的思想,研究制定了一個教師教學(xué)形體語言的測評量表,并根據(jù)收集回來的數(shù)據(jù)對評價體系的有效性進行了檢驗。結(jié)果顯示,評價體系中的觀測指標對被評價對象的解釋率為81.809%;各維度的Cranbach's a系數(shù)在0.681和0.855之間,體系總體Cranbach's a系數(shù)為0.907。由此可見,本評價體系的信度、效度良好,可用于對教師教學(xué)形體語言的評價工作中。
[Abstract]:In China, the first research related to the teaching body language of teachers can be traced back to the 1980's. The early studies were mainly about the translation of foreign research achievements, most of which were related to the definition and classification of teaching body language. In recent years, the research on the teaching body language of teachers has turned to the importance of teaching body language, the application principle and the relationship between teaching body language and students' learning effect. However, the research on the evaluation of teachers' teaching body language is rare. The main purpose of this paper is to find out the effective form of teaching body language and summarize a set of effective evaluation system of teaching body language. The research work is divided into the following main contents: firstly, the evaluation index of teacher's teaching body language is established. The construction process of the index system is applied to the methods of literature research, observation, interview, Delphi and questionnaire. Finally, the evaluation index system was constructed with a total of 4 dimensions and 11 secondary indicators. Secondly, to explore the effective form of teachers' teaching body behavior. Based on the relevant theories of space theory, pedagogy, psychology and physique, the author makes a preliminary study on the effective form of teaching body language after observing the teaching facts of a large number of excellent teachers. Then, in line with the idea of student-centered, the author modifies and consummates the effective form of the teacher's teaching body language according to the results collected from the student questionnaire. Based on this, the evaluation standard of teachers' teaching body language is established. Finally, the evaluation tools are developed and the reliability and validity of the evaluation system are tested statistically. Based on the idea of combining qualitative evaluation with quantitative evaluation, a scale for evaluating teachers' teaching body language is developed, and the validity of the evaluation system is tested according to the collected data. The results show that the interpretation rate of the observed indexes is 81.809, the Cranbach's a coefficient of each dimension is between 0.681 and 0.855, and the total Cranbach's a coefficient of the system is 0.907. Therefore, the reliability and validity of the evaluation system are good and can be used to evaluate the teaching body language of teachers.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G632.0

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