【摘要】：近年來對(duì)多重障礙學(xué)生的教育成為國內(nèi)外特殊教育領(lǐng)域關(guān)注的熱點(diǎn),了解其教師的課堂教學(xué)行為傾向性及不同傾向性下的班級(jí)課堂情況,可以為今后開展更有效的課堂教學(xué)提供參考信息。本研究運(yùn)用課堂觀察法、訪談法等方法,圍繞上海市某特殊學(xué)校4名多重障礙生及其所在班級(jí)六門課程的課堂教學(xué)活動(dòng),對(duì)教師課堂教學(xué)行為及在相關(guān)教學(xué)行為傾向下的課堂情況進(jìn)行觀察記錄,并分析不同課程中教師的課堂教學(xué)行為狀況及其傾向性,探索不同課堂教學(xué)行為傾向下的課堂情況是否存在差異。研究還以兩名問題行為突出的學(xué)生為個(gè)案,進(jìn)一步了解不同教師面對(duì)學(xué)生同一(或類似)問題行為,或同一教師在面對(duì)不同學(xué)生類似的問題行為時(shí)課堂教學(xué)行為上的差異及其對(duì)學(xué)生表現(xiàn)帶來的影響。研究發(fā)現(xiàn):(1)多重障礙生教師的課堂教學(xué)行為傾向性既有共性又有差異性。各類型課程教師都常進(jìn)行呈示行為、提事實(shí)性問題、進(jìn)行個(gè)別指導(dǎo)和課堂問題行為的處理。但在呈示方式、理答方式、指導(dǎo)方式上存在差異。(2)不同課程教師課堂教學(xué)行為傾向下的班級(jí)課堂情況存在差異。該班級(jí)在偏感知運(yùn)動(dòng)能力訓(xùn)練課程教師之課堂教學(xué)行為傾向下的課堂情況最優(yōu),但在數(shù)學(xué)教師的課堂教學(xué)行為傾向下的課堂情況優(yōu)于其在體育教師課堂教學(xué)行為傾向下的課堂情況。(3)個(gè)案學(xué)生在不同課程教師的課堂教學(xué)行為傾向下的課堂參與度存在差異,且教師應(yīng)對(duì)二者課堂問題行為的方式也存在差異。對(duì)甲生用取消權(quán)利、"約定"規(guī)則、適當(dāng)增加任務(wù)難度等方式比較有效,對(duì)乙生用創(chuàng)設(shè)情境和積極引導(dǎo)方式更有效。(4)多重障礙生教師的課堂教學(xué)行為可能受教師自身的專業(yè)背景、教學(xué)觀念等內(nèi)在因素和學(xué)生的課堂表現(xiàn)及專業(yè)的培訓(xùn)機(jī)會(huì)等外在因素的影響�；谇笆鲅芯堪l(fā)現(xiàn),研究還就如何進(jìn)一步改進(jìn)多重障礙生教師課堂教學(xué)行為提出了相關(guān)建議。
[Abstract]:In recent years, the education of students with multiple disabilities has become a hot topic in the field of special education at home and abroad. It can provide reference information for carrying out more effective classroom teaching in the future. Based on the methods of classroom observation and interview, this study focuses on the classroom teaching activities of four students with multiple handicaps in a special school in Shanghai and six courses in their classes. Observing and recording teachers' classroom teaching behavior and the classroom situation under the tendency of related teaching behaviors, and analyzing the teachers' classroom teaching behaviors and their tendency in different courses. To explore whether there are differences in classroom situations under different classroom teaching behaviors. The study also took two students with outstanding problem behavior as a case study to learn more about the same (or similar) problem behavior faced by different teachers. Or the differences in classroom teaching behaviors of the same teacher in the face of similar problem behaviors of different students and their influence on students' performance. The findings are as follows: (1) there are similarities and differences in classroom teaching behaviors of students with multiple disabilities. Teachers of all kinds of courses often present behavior, ask factual questions, and deal with individual guidance and classroom problem behaviors. However, there are differences in presentation, answering and guidance. (2) there are differences in classroom teaching behaviors of different curriculum teachers. The classroom situation of this class is optimal under the tendency of classroom teaching behavior of teachers in the course of partial perceived motor ability training. However, the classroom situation under the tendency of mathematics teachers' classroom teaching behavior is better than that of physical education teachers' classroom teaching behavior tendency. (3) there are differences in the classroom participation of individual students under different curriculum teachers' classroom teaching behavior tendencies. There are also differences in teachers' ways of coping with classroom problems. It is more effective for students to cancel their rights, "agree" rules and appropriately increase the difficulty of their tasks. It is more effective for students to create situations and actively guide students. (4) the classroom teaching behavior of students with multiple obstacles may be influenced by the teachers' own professional background. The influence of internal factors such as teaching concept and students' classroom performance and professional training opportunity. Based on the above findings, some suggestions on how to further improve the classroom teaching behavior of students with multiple disabilities are put forward.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G760

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