【摘要】：隨著課堂教學(xué)改革的深入,課堂互動作為課堂教學(xué)最為典型的特征進入了研究者的視野。課堂互動的實質(zhì)是教師與學(xué)生在對話交流中借助教學(xué)媒介促進思維發(fā)展的過程。此外,學(xué)生發(fā)展核心素養(yǎng)中對思維發(fā)展的訴求要求我們必須關(guān)注課堂教學(xué)中思維互動存在的問題。因此,思維互動有效性的高低逐漸成為焦點問題。為探尋教師與學(xué)生在課堂教學(xué)中思維互動的狀況,在前人研究基礎(chǔ)上,本研究針對課堂教學(xué)中思維互動中的“提問—應(yīng)答”過程,依據(jù)安德森教育目標(biāo)分類框架探測其背后的思維層級,推斷出課堂教學(xué)中思維互動的具體情況,即對課堂教學(xué)中高效思維互動的特性進行概括,對低效思維互動的原因進行探析,并提出改進策略,以期為課堂教學(xué)中思維互動的后續(xù)研究提供可能的借鑒。首先,分析、整理相關(guān)研究文獻,以明晰課堂教學(xué)中思維互動的相關(guān)概念,包括思維的類型、結(jié)構(gòu),外顯形式及思維互動的層級等;其次,為了解當(dāng)前課堂教學(xué)中思維互動的現(xiàn)狀,運用案例分析,從思維互動的主體、深度和廣度探析高效思維互動的若干特性;再次,運用課堂實錄、訪談?wù){(diào)查、錄像分析等方式收集低效思維互動的資料,形成觀察案例,進一步探究思維互動中存在問題并進行歸類分析;最后,依據(jù)高效思維互動的特性,并針對低效思維互動的原因提出若干改進建議。經(jīng)研究發(fā)現(xiàn),課堂教學(xué)中高效思維互動的特性有:教師善于啟發(fā)引導(dǎo),激發(fā)學(xué)生思維;逐步提升問題的思維層級,發(fā)展學(xué)生思維;重視學(xué)科思維的滲透。低效思維互動存在的問題,師生之間的思維互動架空,教師偏重單一類型的思維,以及思維互動的層級較低等現(xiàn)象。探尋低效思維互動的原因為,功利化的教學(xué)目標(biāo)、教師思維互動的意識薄弱、教師思維互動的能力不足等。依據(jù)研究的結(jié)論,本研究對教師提出如下改進建議:在課堂教學(xué)的過程中,教師要關(guān)注學(xué)生思維萌芽、外顯學(xué)生思維過程,并設(shè)法對接思維互動的層級,進而助推學(xué)生思維的發(fā)展。期望這些建議能為教師與學(xué)生開展高效思維互動提供參考。
[Abstract]:With the deepening of classroom teaching reform, classroom interaction, as the most typical feature of classroom teaching, has entered the researchers' field of vision. The essence of classroom interaction is the process of promoting the development of thinking by means of teaching medium in the dialogue and communication between teachers and students. In addition, the demand for the development of thinking in the development of students' core literacy requires us to pay attention to the problems existing in the interaction of thinking in classroom teaching. Therefore, the level of effectiveness of interactive thinking has gradually become the focus of the issue. In order to explore the interaction of thinking between teachers and students in classroom teaching, based on previous studies, this study aims at the process of questioning and answering in the interaction of thinking in classroom teaching. According to the classification framework of Anderson's educational objectives, this paper probes into the level of thinking behind it, and deduces the concrete situation of thinking interaction in classroom teaching, that is, generalizing the characteristics of efficient thinking interaction in classroom teaching. This paper probes into the causes of the interaction of inefficient thinking and puts forward some improving strategies in order to provide a possible reference for the follow-up study of the interaction of thinking in classroom teaching. First of all, it analyzes and arranges the relevant research documents in order to clarify the related concepts of thinking interaction in classroom teaching, including the types, structures, explicit forms and levels of thinking interaction in classroom teaching. Secondly, in order to understand the current situation of thinking interaction in classroom teaching, using case analysis, from the main body, depth and breadth of thinking interaction to explore the characteristics of effective thinking interaction; Thirdly, using classroom record, interview investigation, video analysis and other methods to collect the information of inefficient thinking interaction, form observation cases, further explore the existing problems in thinking interaction and conduct classification analysis; Finally, according to the characteristics of high efficiency thinking interaction, some improvement suggestions are put forward for the reason of low efficiency thinking interaction. Through the research, it is found that the interactive characteristics of efficient thinking in classroom teaching are: teachers are good at enlightening and guiding, stimulating students' thinking; gradually upgrading the thinking level of problems, developing students' thinking; and attaching importance to the infiltration of subject thinking. The problems of inefficient thinking interaction, the thinking interaction between teachers and students, teachers' emphasis on a single type of thinking, and the low level of thinking interaction. The reasons for exploring the interaction of inefficient thinking are: the teaching goal of utilitarianism, the weak consciousness of teachers' thinking interaction, the insufficiency of teachers' ability of thinking interaction, etc. According to the conclusion of the study, this study puts forward the following suggestions to teachers: in the process of classroom teaching, teachers should pay attention to the students' thinking germination, show the students' thinking process, and try to connect with the level of thinking interaction. And then promote the development of students'thinking. It is hoped that these suggestions can provide a reference for teachers and students to carry out effective thinking interaction.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G424

【參考文獻】

相關(guān)期刊論文 前10條

1 王曉晨;江紹祥;黃榮懷;;面向智慧教室的中小學(xué)課堂互動觀察工具研究[J];電化教育研究;2015年09期

2 司紅;;“師生”雙向思維互動模式在高中英語課中的實踐和思考[J];中學(xué)教學(xué)參考;2015年25期

3 韓美竹;趙曉云;辛鑫;;基于ITIAS工具的高中英語課堂師生言語行為量化分析——以山西省部分高中英語課堂教學(xué)為例[J];山西師大學(xué)報(社會科學(xué)版);2015年03期

4 張紫屏;;國外課堂師生互動研究:熱點問題與未來趨勢[J];外國中小學(xué)教育;2015年04期

5 張紫屏;;師生互動教學(xué)的困境與出路[J];教育發(fā)展研究;2015年06期

6 潘亦寧;王珊;劉喻;唐洪秀;;初中數(shù)學(xué)課堂上的師生互動研究——基于視頻案例的分析[J];教育理論與實踐;2015年08期

7 肖思漢;William A.Sandoval;;如何將科學(xué)探究的主體還給學(xué)生——基于課堂互動分析的經(jīng)驗研究[J];課程.教材.教法;2014年07期

8 許麗丹;;初中歷史教學(xué)中師生交往的思維互動策略研究[J];中學(xué)時代;2013年22期

9 吳支奎;李冬華;;課堂教學(xué)中的師生互動:問題與對策[J];課程教學(xué)研究;2013年04期

10 朱慶云;;實現(xiàn)師生有效互動的策略[J];現(xiàn)代教育科學(xué);2013年02期

相關(guān)碩士學(xué)位論文 前10條

1 曹芹芹;初中英語課堂師生互動策略研究[D];聊城大學(xué);2014年

2 沈佳;高中英語課堂師生言語互動中存在的問題及對策[D];貴州師范大學(xué);2014年

3 俞芙蓉;思想品德課課堂師生語言互動行為的個案分析[D];西北師范大學(xué);2014年

4 章潔;中外教師課堂師生互動對比研究[D];上海師范大學(xué);2014年

5 劉欣瑞;基于交互式電子白板的課堂師生互動活動設(shè)計研究[D];東北師范大學(xué);2014年

6 邵敏;大學(xué)英語課堂師生互動的會話分析[D];華中師范大學(xué);2014年

7 殷麗平;課堂師生言語互動研究[D];華中師范大學(xué);2013年

8 張麗杰;小學(xué)課堂師生互動的問題與對策研究[D];沈陽師范大學(xué);2013年

9 李嚇琴;小學(xué)課堂師生互動有效性影響因素與提升策略研究[D];福建師范大學(xué);2013年

10 尹玉枝;初中數(shù)學(xué)課堂師生互動教學(xué)策略研究[D];天津師范大學(xué);2013年

，

本文編號：2418992