本文選題：課堂教學(xué)行為比較 + 提問��； 參考：《南京師范大學(xué)》2012年博士論文

【摘要】：隨著教育改革的不斷深入,人們已經(jīng)逐漸意識到,提高課堂教學(xué)有效性,提升課堂教學(xué)質(zhì)量關(guān)鍵在于教師。而教師課堂教學(xué)行為是影響課堂教學(xué)質(zhì)量的首要因素。 研究以“課堂觀察——課堂錄像——課堂文字實錄分析——課堂教學(xué)行為編碼——教學(xué)行為分項研究——優(yōu)秀教師、新手教師教學(xué)行為個案比較——得出結(jié)論”為基本研究模式。 在分析和借鑒了國內(nèi)外新手教師和專家教師教學(xué)行為比較研究的基礎(chǔ)上,利用訪談、課堂錄像分析等方法,分別對實驗學(xué)校選取了6位優(yōu)秀教師、8位新手教師14堂課堂教學(xué)錄像進行比較研究；從數(shù)學(xué)教師的課堂提問、教學(xué)言語、反饋、等待等4種主要教學(xué)行為進行了分項研究,分別歸納出這4種教學(xué)行為的類型；通過對師生訪談,制訂了這4種教學(xué)行為課堂觀察量表,并對新手教師和優(yōu)秀教師進行個案比較研究,指出了新手教師、優(yōu)秀教師這4種教學(xué)行為的差異,并分別提出了提高這4種教學(xué)行為的相應(yīng)策略。 研究的主要內(nèi)容與結(jié)論如下： 1.新手教師比較關(guān)注學(xué)生的知識掌握程度,而優(yōu)秀教師不僅關(guān)注學(xué)生知識的掌握,還關(guān)注啟發(fā)、引導(dǎo)學(xué)生思考,以調(diào)動學(xué)生的學(xué)習(xí)積極性；優(yōu)秀教師善于追問,根據(jù)教學(xué)內(nèi)容和學(xué)生的實際情況設(shè)置問題串,使問題形成問題鏈。 教師應(yīng)以教學(xué)目標(biāo)為指導(dǎo),設(shè)計課堂提問,追求課堂提問的時效性,減少低效提問；針對不同類型的問題采用不同的提問方式,啟發(fā)、引導(dǎo)學(xué)生以激發(fā)學(xué)生高認(rèn)知思維；鼓勵學(xué)生積極參與課堂教學(xué)提問,切實提高課堂教學(xué)的有效性。 2.優(yōu)秀教師追問性語言、引導(dǎo)性語言’的次數(shù)比新手教師多,新手教師提問性語言的次數(shù)比優(yōu)秀教師多；優(yōu)秀教師言語行為主要發(fā)生在在課題引入、講解新知、例題講解等環(huán)節(jié),而新手教師的言語行為主要在例題講解和課堂練習(xí)環(huán)節(jié)；優(yōu)秀教師在應(yīng)用過渡性語言的次數(shù)比新手教師多；課堂教學(xué)中,新手教師課堂教學(xué)話語掌控的間比優(yōu)秀教師多,優(yōu)秀教師比較關(guān)注給學(xué)生參與師生對話的機會。 教師應(yīng)該加強數(shù)學(xué)語言訓(xùn)練；適時應(yīng)用隱喻方式進行教學(xué),體現(xiàn)數(shù)學(xué)與生活實際相聯(lián)系；合理有效地采用有效的追問,提高教師提問語言的有效性；語言力求豐富、生動、有趣,提高學(xué)生的學(xué)習(xí)的積極性。 3.優(yōu)秀教師教學(xué)反饋行為在講解新知、例題講解出現(xiàn)的次數(shù)比新手教師多,而新手教師反饋行為在引入環(huán)節(jié)出現(xiàn)的次數(shù)比優(yōu)秀教師多。優(yōu)秀教師采用師生共同反饋的形式次數(shù)比新手教師多,優(yōu)秀教師經(jīng)常會引導(dǎo)學(xué)生相互討論,使學(xué)生獲得自我矯正的機會；優(yōu)秀教師往往反饋及時,起到了強化的作用,新手教師往往無反饋地重復(fù)練習(xí)類似的問題；優(yōu)秀教師反饋形式呈現(xiàn)多樣化,而新手教師往往反饋形式比較單一 教師應(yīng)正確認(rèn)識課堂教學(xué)反饋行為在課堂教學(xué)中的價值和作用；教師應(yīng)該靈活運用多種課堂教學(xué)反饋行為；提高教師課堂教學(xué)反饋能力,在課堂教學(xué)中及時、準(zhǔn)確地做出反饋。 4.新手教師在提問后等待次數(shù)明顯比優(yōu)秀教師少,每次的等待時間也比優(yōu)秀教師少；優(yōu)秀教師運用學(xué)生回答后等待的行為次數(shù)比新手教師要多。 教師應(yīng)依據(jù)不同的課堂類型,給學(xué)生留出恰當(dāng)?shù)摹暗却龝r間”,以便學(xué)生更好地思維；合理控制無效等待時間,提高課堂效率。
[Abstract]:With the deepening of education reform, people have gradually realized that the key to improving the effectiveness of classroom teaching and improving the quality of classroom teaching lies in the teachers, and the teacher's classroom teaching behavior is the primary factor affecting the quality of classroom teaching.
The study is based on "classroom observation - classroom video - the analysis of classroom text recording" - classroom teaching behavior coding - A Study of teaching behavior - a comparative study of the teaching behavior of excellent teachers and novice teachers -- the conclusion is the basic research model.
Based on the analysis and reference of the comparative study of the teaching behavior of the novice teachers and expert teachers at home and abroad, by means of interview and classroom video analysis, we selected 6 excellent teachers and 8 novice teachers in 14 classroom teaching videos respectively. The 4 main teaching behaviors were divided into 4 types of teaching behavior. Through interviews with teachers and students, the 4 teaching behavior classroom observation scales were formulated, and the comparative study of the novice teachers and excellent teachers was carried out. The differences in the 4 kinds of teaching behavior were pointed out, and the difference between the novice teachers and the excellent teachers was pointed out. The corresponding strategies to improve the 4 kinds of teaching behavior.
The main contents and conclusions of the study are as follows:
1. novice teachers pay more attention to the degree of knowledge mastery of students, while excellent teachers not only pay attention to the mastery of students' knowledge, but also pay attention to enlightenment, guide students to think and arouse their students' enthusiasm for learning; excellent teachers are good at asking questions, set up problems in accordance with the content of teaching and the actual situation of the students, so that the problems can form the chain of problems.
Teachers should take teaching objectives as guidance, design classroom questions, pursue the timeliness of classroom questions, reduce inefficient questions, adopt different ways of asking questions for different types of questions, enlighten students to stimulate students' high cognitive thinking, encourage students to actively participate in classroom teaching and ask questions, and effectively improve the effectiveness of classroom teaching.
2. excellent teachers ask for sexual language, the number of guiding language is more than the novice teachers, the number of novice teachers is more than that of the excellent teachers; the speech behavior of the excellent teachers mainly occurs in the introduction of the subject, the explanation of the new knowledge, the explanation of the examples and so on, while the speech behavior of the novice teachers is mainly in the example explanation and the classroom practice. The number of excellent teachers in the use of transitional language is more than that of the novice teachers; in the classroom teaching, the novice teachers' classroom teaching discourse is more than the excellent teachers, and the excellent teachers pay more attention to the opportunity for students to participate in the dialogue between teachers and students.
Teachers should strengthen the training of mathematical language; timely use metaphorical ways to teach, reflect the relationship between mathematics and life reality; use effective questioning effectively, improve the effectiveness of teachers' questioning language; language strive to be rich, vivid and interesting, and improve the students' enthusiasm for learning.
3. the feedback behavior of the excellent teachers is explained by the new knowledge. The number of examples of examples is more than the novice teachers, and the number of the feedback behavior of the novice teachers is more than that of the excellent teachers. The number of excellent teachers using the common feedback of teachers and students is more than that of the novice teachers. The excellent teachers often guide the students to discuss each other and make the students get a gain. The opportunity of self correction is necessary; excellent teachers often give feedback in time and play an intensifying role. Novice teachers often repeat similar problems without feedback; the feedback forms of excellent teachers are diversified, while novice teachers tend to have a relatively single feedback form.
Teachers should correctly understand the value and function of classroom teaching feedback in classroom teaching; teachers should flexibly use various classroom teaching feedback behaviors, improve teachers' feedback ability in classroom teaching, and make timely and accurate feedback in class teaching.
The number of waiting times of the 4. novice teachers is less than that of the excellent teachers, and the waiting time for each time is less than that of the excellent teachers; the number of good teachers who use the students to answer is more than the novice teachers.
Teachers should give students the right "waiting time" according to different class types so that students can think better, control invalid waiting time reasonably, and improve classroom efficiency.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2012
【分類號】：G633.6

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