本文關(guān)鍵詞：高校本科課堂有效教學(xué)影響因素實(shí)證研究　出處：《首都經(jīng)濟(jì)貿(mào)易大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 有效教學(xué) 理論教學(xué) 實(shí)踐教學(xué)

【摘要】：實(shí)現(xiàn)大學(xué)課堂的有效教學(xué),不讓學(xué)生在課堂虛度一直是提高課堂教育質(zhì)量的理想追求,實(shí)現(xiàn)有效教學(xué)不僅要關(guān)注學(xué)生的學(xué)習(xí)行為也要關(guān)注教師的教學(xué)行為,本文主要從教師和學(xué)生兩個(gè)維度來探析大學(xué)課堂有效教學(xué)的影響因素。課堂有效教學(xué)分為理論課堂有效教學(xué)與實(shí)踐課堂有效教學(xué),本文分別對(duì)兩種教學(xué)模式進(jìn)行了調(diào)查。理論教學(xué)調(diào)查是在2015年4月22日到5月15日期間發(fā)放了3500份問卷,回收問卷3139份,其中有效問卷2704份,問卷有效率為86%,在環(huán)境因素相對(duì)固定的情況下,通過SPSS22分別從學(xué)生因素和教師因素對(duì)理論課堂有效教學(xué)進(jìn)行了實(shí)證分析,得出三點(diǎn)結(jié)論:第一,教師因素方面教師的綜合素質(zhì)較高,課前準(zhǔn)備較充分,教學(xué)態(tài)度端正,教學(xué)方法多樣,在一定程度上能有效調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性;第二,學(xué)生因素方面,學(xué)生的學(xué)習(xí)態(tài)度較好,但是沒有明確的學(xué)習(xí)動(dòng)機(jī),學(xué)習(xí)動(dòng)力不足,課堂參與中不夠主動(dòng),大膽,所以學(xué)生要清晰自己的職業(yè)生涯規(guī)劃,給予自己足夠的學(xué)習(xí)動(dòng)機(jī),同時(shí)教師要在課堂中積極引入討論,提高學(xué)生的課堂參與度;第三,在師生互動(dòng)方面,師生一般情況下能夠進(jìn)行有效的互動(dòng),但是互動(dòng)頻數(shù)有待提高。在理論課堂有效教學(xué)前提下,為了更好的培養(yǎng)學(xué)生的就業(yè)、創(chuàng)業(yè)能力,需要學(xué)生積累更多的實(shí)踐經(jīng)驗(yàn),實(shí)踐教學(xué)體系的完善問題成為當(dāng)前高校教學(xué)的重點(diǎn)。本文對(duì)32所高校實(shí)踐教學(xué)情況進(jìn)行調(diào)查,通過查閱各學(xué)校官網(wǎng)中實(shí)踐教學(xué)情況及分別對(duì)各高校的學(xué)生進(jìn)行訪談,得出以下三點(diǎn)結(jié)論:第一,高校對(duì)實(shí)踐教學(xué)投入力度不大,分別為實(shí)踐教學(xué)設(shè)施準(zhǔn)備不太齊全,實(shí)踐課時(shí)占總課時(shí)的比例普遍偏低,基本沒有很完善的實(shí)踐教學(xué)評(píng)價(jià)指標(biāo)體系;第二,教師自身實(shí)踐能力有待提高,表現(xiàn)為實(shí)踐教學(xué)內(nèi)容單一,實(shí)踐教學(xué)方法靈活性有待提高;第三,學(xué)生學(xué)習(xí)水平需進(jìn)一步改善,表現(xiàn)為學(xué)生的學(xué)習(xí)積極性很高但是學(xué)生從實(shí)踐中的受益程度有待提高。綜上,通過對(duì)目前高校本科有效教學(xué)的調(diào)查分析,發(fā)現(xiàn)理論教學(xué)相對(duì)較好,實(shí)踐教學(xué)相對(duì)比較欠缺,因此在大學(xué)課堂中除了要深化學(xué)生的理論知識(shí),也要注重增強(qiáng)學(xué)生動(dòng)手實(shí)踐能力,培養(yǎng)學(xué)生的創(chuàng)新能力,實(shí)現(xiàn)理論教學(xué)和實(shí)踐教學(xué)的有效性,從而為學(xué)生未來的就業(yè)既要夯實(shí)理論基礎(chǔ)也要提供實(shí)踐基礎(chǔ)。
[Abstract]:To achieve effective teaching in university classroom teaching, let students in the classroom to improve the quality of classroom education is always the pursuit of the ideal, to achieve effective teaching should not only focus on students' learning behavior also needs to pay attention to the teaching behavior, the influence factors of the main effective teaching of university classroom from two dimensions of teachers and students. The effective teaching classroom the theory and practice of effective teaching in classroom teaching, this paper makes a survey on the two kinds of teaching mode. Teaching theory survey was conducted in April 22, 2015 to May 15th issued 3500 questionnaires, 3139 questionnaires were collected, of which 2704 valid questionnaires, the questionnaire response rate was 86%, in the case of environmental factors is relatively fixed. By SPSS22 respectively from the students and teacher to make an empirical analysis of the theory of effective teaching in classroom, draw three conclusions: first, teachers' teaching factors The overall quality of teachers is higher, than the full preparation before class, teaching attitude, teaching methods, learning can effectively arouse the enthusiasm of students to a certain extent; second, student factors, students' learning attitude is good, but there is no clear learning motivation, learning motivation, classroom participation is not active, bold. So the students to clear their occupation career planning, give yourself enough motivation to learn, teachers should actively introduce and discuss in class, improve the students' classroom participation; third, in terms of teacher-student interaction, effective interaction between teachers and students in general, but the interaction frequency needs to be improved. In the classroom under the premise of effective teaching theory, in order to better cultivate students' employment, entrepreneurial ability, students need to accumulate more experience, perfect practice teaching system as the focus of the current college teaching. This paper carries on the investigation to the teaching practice of 32 colleges and universities, through access to all the school's official website in the practical teaching and students of colleges and universities are interviews, draw the following three conclusions: first, the practice teaching of little input, respectively, preparation of teaching facilities is not complete, the proportion of the total class hours of practice generally low, basically no perfect practice teaching evaluation index system; second, teachers' practical ability should be improved and the performance is the practice of a single teaching content, teaching methods of flexibility should be improved; third, students' learning level needs to be further improved, for the students' learning enthusiasm is very high but the students benefit from the degree of practice should be to improve the summary, through the analysis of the current investigation of effective teaching of university undergraduate teaching theory, that is relatively good, practical teaching is relatively short, so in In addition to deepening students' theoretical knowledge, we should also focus on enhancing students' hands-on practice ability, cultivating students' innovative ability and realizing the effectiveness of theoretical teaching and practical teaching, so as to lay a solid foundation for students' future employment and provide practical basis.

【學(xué)位授予單位】：首都經(jīng)濟(jì)貿(mào)易大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G642.4

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 王婉娟;;高校人文社科專業(yè)實(shí)踐教學(xué)影響因素研究——基于寧波市本科高校的實(shí)證調(diào)查[J];寧波工程學(xué)院學(xué)報(bào);2016年03期

2 李丹;張俊超;;學(xué)生投入視角下學(xué)生類型對(duì)學(xué)習(xí)效果的影響研究——基于H大學(xué)本科生學(xué)習(xí)與發(fā)展調(diào)查[J];高等工程教育研究;2016年04期

3 毋海晶;徐海龍;;基于學(xué)生視角的本科課堂教學(xué)有效性研究——以T大學(xué)為例[J];教育教學(xué)論壇;2015年22期

4 車偉艷;;有效課堂管理的范圍、要素及策略[J];教學(xué)與管理;2015年04期

5 鄭晶晶;方建華;王爭(zhēng)錄;;初中教師教學(xué)觀對(duì)其課堂管理方式的影響分析[J];教學(xué)與管理;2015年03期

6 高慧斌;;大學(xué)生課堂參與狀況及影響因素調(diào)查分析[J];大學(xué)(研究版);2014年11期

7 束定芳;;課堂教學(xué)目標(biāo)設(shè)定與教學(xué)活動(dòng)設(shè)計(jì)——基于第四屆“外教社杯”全國(guó)高校外語教學(xué)大賽聽說組比賽的分析[J];外語界;2014年04期

8 王菲;黃一可;師麗丹;韋靜雯;董偉;;影響外語學(xué)習(xí)效率的學(xué)生因素分析研究[J];海外英語;2014年11期

9 馮小清;;合作學(xué)習(xí)中生生互動(dòng)的內(nèi)涵與價(jià)值分析[J];基礎(chǔ)教育研究;2014年10期

10 陳治;霍小雨;;高校課堂教學(xué)質(zhì)量滿意度研究——基于教師因素[J];高等財(cái)經(jīng)教育研究;2014年01期

相關(guān)博士學(xué)位論文 前1條

1 徐繼紅;高校教師教學(xué)能力結(jié)構(gòu)模型研究[D];東北師范大學(xué);2013年

相關(guān)碩士學(xué)位論文 前8條

1 王婷;教師因素對(duì)高師生學(xué)習(xí)觀影響的研究[D];曲阜師范大學(xué);2013年

2 廖樂蕓;高職院校實(shí)踐教學(xué)工作影響因素及現(xiàn)狀分析[D];廣州大學(xué);2012年

3 彭婷;大學(xué)本科課堂研討式教學(xué)研究[D];湖南師范大學(xué);2012年

4 凌政通;運(yùn)用情景模擬教學(xué)培養(yǎng)中職生實(shí)踐能力的研究和實(shí)踐[D];華東師范大學(xué);2011年

5 馬樂誠(chéng);大學(xué)有效教學(xué)影響因素的研究[D];汕頭大學(xué);2009年

6 司淑梅;應(yīng)用型本科教育實(shí)踐教學(xué)體系研究[D];東北師范大學(xué);2006年

7 李陽;我國(guó)高校本科實(shí)踐教學(xué)及質(zhì)量保障體系研究[D];天津大學(xué);2006年

8 吳仁英;合作學(xué)習(xí)中的生生互動(dòng)研究[D];山東師范大學(xué);2005年

，

本文編號(hào)：1379719