【摘要】：本研究以高校教師課堂角色研究為出發(fā)點(diǎn),從學(xué)習(xí)經(jīng)驗(yàn)角度建構(gòu)教師角色模型,并基于ITIAS和教學(xué)行為層次劃分提出角色定位編碼方式,通過對(duì)該教師課堂教學(xué)實(shí)錄進(jìn)行編碼量化對(duì)教師角色進(jìn)行整體定位,并從中分析該教師的所存在的問題,提出相應(yīng)的診斷性建議,并與教師核實(shí)溝通促進(jìn)教師課堂教學(xué)質(zhì)量的提升。從“提問”、“要求”兩大教導(dǎo)行為維度,以教學(xué)流程為時(shí)間線,進(jìn)行教師角色的細(xì)分演變分析討論。并從經(jīng)驗(yàn)獲取、教學(xué)流程及整體角色對(duì)教師角色進(jìn)行綜合分析,并提煉出問題,給出相應(yīng)的診斷性意見,并運(yùn)用此研究推廣至微格教學(xué),以促進(jìn)微格教學(xué)中師范生的角色層級(jí)轉(zhuǎn)變,完善微格教學(xué)的目標(biāo)。 全文分為六部分： 第一部分,緒論。該部分介紹了本研究的研究對(duì)象選取與反思、研究目的與研究方法、研究意義及研究的思路與研究流程設(shè)計(jì)。 第二部分,文獻(xiàn)綜述。包括本研究相關(guān)概念綜述,如角色、課堂教學(xué)行為研究、課堂觀察、課堂的社會(huì)性及課堂教學(xué)行為,并著重闡述了國內(nèi)外教師角色的研究。 第三部分,課堂教師角色的建模及定位分析。該部分從經(jīng)驗(yàn)之塔理論出發(fā),構(gòu)建了課堂教師模型,并在ITIAS和教學(xué)行為層次劃分的基礎(chǔ)上建構(gòu)了課堂教師角色編碼量表,用該量表進(jìn)行定位分析,從角色角度分析該教師課堂存在的問題并給出相應(yīng)的診斷性建議。 第四部分,大學(xué)課堂教師角色演化分析。從“提問”和“要求”行為入手,以課堂教學(xué)流程為主線,分析大學(xué)課堂角色演化,進(jìn)一步從經(jīng)驗(yàn)獲取、教學(xué)流程、及教師角色整體進(jìn)行角色演變綜合的比較分析,提煉出該教師課堂教學(xué)中所存在的問題,并提出診斷性的建議。 第五部分,合法性驗(yàn)證。通過將該研究的過程應(yīng)用到微格教學(xué)中,通過分析第一次微格教學(xué)視頻,分析出問題,并提出相應(yīng)的診斷性意見,反饋給學(xué)生,然后對(duì)第二次視頻進(jìn)行編碼分析,看其是否促進(jìn)了角色層級(jí)的轉(zhuǎn)化以及獲得角色演變成效。 第六部分,結(jié)語。該部分介紹了研究取得的成果及存在的不足的地方,并針對(duì)課題的進(jìn)一步深入研究提出了思考。
[Abstract]:Based on the study of classroom role of college teachers, this study constructs a teacher role model from the perspective of learning experience, and puts forward the coding method of role location based on ITIAS and the division of teaching behavior levels. Through the coding quantization of the teacher's classroom teaching record, the overall orientation of the teacher's role is carried out, and the existing problems of the teacher are analyzed, and the corresponding diagnostic suggestions are put forward. And the teacher verifies the communication promotes the teacher classroom teaching quality enhancement. From the two dimensions of "asking questions" and "demands", and taking the teaching process as the time line, this paper analyzes and discusses the evolution of teachers' roles. And from the experience acquisition, the teaching process and the whole role to carry on the comprehensive analysis to the teacher's role, and abstracts the question, gives the corresponding diagnostic opinion, and uses this research to popularize to the microteaching, In order to promote the transformation of teachers' role level in microteaching, improve the goal of microteaching. The full text is divided into six parts: the first part, introduction. This part introduces the research object selection and introspection, the research purpose and research method, the research significance, the research thought and the research flow design. The second part, literature review. This paper includes a summary of related concepts, such as role, classroom teaching behavior, classroom observation, classroom sociality and classroom teaching behavior, and focuses on the research of teachers' roles at home and abroad. The third part, the classroom teacher role modeling and positioning analysis. Based on the theory of the tower of experience, this part constructs the classroom teacher model, constructs the classroom teacher role coding scale on the basis of ITIAS and the division of teaching behavior levels, and uses the scale to locate and analyze. This paper analyzes the problems existing in the teacher's classroom from the perspective of role and gives corresponding diagnostic suggestions. The fourth part, the university classroom teacher role evolution analysis. Starting with the behavior of "asking questions" and "requirements", taking the classroom teaching process as the main line, this paper analyzes the evolution of university classroom roles, and makes a comprehensive comparative analysis of the evolution of roles from experience acquisition, teaching process, and teachers' roles as a whole. The problems existing in the teacher's classroom teaching are abstracted and some diagnostic suggestions are put forward. The fifth part, legitimacy verification. By applying the research process to microteaching and analyzing the first microteaching video, the problems are analyzed, and the corresponding diagnostic opinions are put forward, then the second video is encoded and analyzed. See if it promotes the transformation of role-level and obtains the effect of role-evolution. The sixth part, conclusion. This part introduces the achievements and shortcomings of the research, and puts forward some thoughts on the further research.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G642.4

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本文編號(hào)：2279086