我國大學(xué)本科課堂互動(dòng)狀況研究
發(fā)布時(shí)間：2019-03-07 16:58
【摘要】：對大學(xué)生而言，教室經(jīng)驗(yàn)是重要的，因?yàn)榻淌沂锹?lián)接并整合學(xué)術(shù)和社會經(jīng)驗(yàn)的主要正式渠道，且教室可能是多數(shù)大學(xué)生和教師互動(dòng)最主要的地方。從社會學(xué)的觀點(diǎn)來看，教室本身就是一個(gè)復(fù)雜的小型社會。課堂與課堂互動(dòng)長期以來是學(xué)者重視和著力研究的課題。 研究通過自編問卷、課堂觀察和訪談等方法對大學(xué)師生關(guān)于課堂互動(dòng)的意義的認(rèn)知、理想的課堂互動(dòng)的期待、參與互動(dòng)的意愿、喜歡的互動(dòng)手段和方式、對目前大學(xué)課堂互動(dòng)的滿意度做了調(diào)查，反映大學(xué)師生對課堂互動(dòng)的認(rèn)知和態(tài)度。在此基礎(chǔ)上，著重對我國大學(xué)課堂互動(dòng)的狀況、影響課堂互動(dòng)的因素做了調(diào)查和分析，結(jié)論如下：師生都認(rèn)為大學(xué)課堂需要互動(dòng)，互動(dòng)對于教學(xué)目標(biāo)的完成、師生情感的建立、學(xué)習(xí)興趣和動(dòng)機(jī)的激發(fā)等都有重要的意義。但是在實(shí)際中雙方組織或者參與互動(dòng)的積極性并不高，超過20%的學(xué)生不愿意或者非常不愿意參與課堂互動(dòng)，非常愿意參與的學(xué)生則不到20%。師生心目中理想的課堂互動(dòng)較為一致，課堂氣氛、教師能力、態(tài)度、人格魅力均排在理想互動(dòng)描述選擇的最前面，但學(xué)生更希望教師尊重并接受自己的意見，平等對待學(xué)生。 目前大學(xué)課堂互動(dòng)狀況較差，，表現(xiàn)為學(xué)生互動(dòng)行為不積極、參與頻度和廣度低、互動(dòng)過程不夠完整、課前師生之間相互了解的互動(dòng)缺乏、師生對互動(dòng)效果不滿意。課堂互動(dòng)在學(xué)生對象、課程等方面存在差異：班干部的積極性高于一般學(xué)生；一年級互動(dòng)主動(dòng)性最高，二年級三年級其次，二年級和三年級之間無明顯差異，四年級最低；學(xué)習(xí)水平高的學(xué)生比學(xué)習(xí)水平低的學(xué)生更主動(dòng)參與互動(dòng)；文科類課程互動(dòng)較理工科類課程多，但理工科學(xué)生的互動(dòng)積極性并不比文科生互動(dòng)積極性低；自選課課程互動(dòng)較必選課活躍，英語和政治等公共大課課堂最為沉默。 課堂氣氛、課堂領(lǐng)導(dǎo)方式、教師教學(xué)能力、人格魅力、知識、語言和非語言，同時(shí)對互動(dòng)內(nèi)容、互動(dòng)方式、互動(dòng)類型、互動(dòng)手段的選擇學(xué)生思維、參與積極性師生關(guān)系、心理習(xí)慣等會影響課堂互動(dòng)的狀況。 基于調(diào)查研究數(shù)據(jù)，對構(gòu)建良好有效的課堂互動(dòng)提出針對性建議：營造良好的課堂環(huán)境；促進(jìn)教師教學(xué)能力的提高，教學(xué)風(fēng)格的形成；學(xué)生應(yīng)重視課堂學(xué)習(xí)，培養(yǎng)學(xué)習(xí)欲望。
[Abstract]:For college students, classroom experience is important because the classroom is the main formal channel for connecting and integrating academic and social experiences, and the classroom may be the most important place where most college students and teachers interact. From a sociological point of view, the classroom itself is a complex small society. The interaction between classroom and classroom has long been a subject that scholars attach importance to and focus on. By means of self-made questionnaire, classroom observation and interview, the study explores the significance of classroom interaction between college students and college students, the expectation of ideal classroom interaction, the willingness to participate in interaction, and the means and ways of interaction that you like. This paper makes a survey on the satisfaction degree of classroom interaction at present, which reflects the cognition and attitude of teachers and students to classroom interaction. On this basis, the author makes an investigation and analysis on the situation of classroom interaction and the factors influencing classroom interaction in China. The conclusions are as follows: teachers and students believe that interaction is needed in college classroom, that interaction is necessary for the completion of teaching objectives, and that interaction is the foundation of emotion between teachers and students. Learning interest and motivation are of great significance. In practice, however, more than 20% of students are unwilling or very reluctant to participate in classroom interaction, and less than 20% of students are very willing to participate in classroom interaction. The ideal classroom interaction between teachers and students is consistent. Classroom atmosphere, teachers' ability, attitude and personality charm all rank first in the choice of ideal interaction description. However, students want teachers to respect and accept their own opinions and treat students equally. At present, the situation of college classroom interaction is poor, which shows that the students' interactive behavior is not active, the frequency and breadth of participation is low, the interactive process is not complete, the interaction between teachers and students before class is lack of mutual understanding, and the teachers and students are not satisfied with the interactive effect. There are differences in students' objects and courses in classroom interaction: the enthusiasm of class cadres is higher than that of ordinary students, the first grade is the highest, the second is grade two and grade three, there is no significant difference between grade two and grade three, the fourth grade is the lowest; The students with higher learning level are more active in interaction than those with low learning level, and the interaction in liberal arts courses is more than that in science and technology courses, but the interaction enthusiasm of science and engineering students is not lower than that of liberal arts students. Self-selected curriculum interaction is more active, English and politics and other public classes are most silent. Classroom atmosphere, classroom leadership style, teachers' teaching ability, personality charm, knowledge, language and non-language, at the same time, the choice of interactive content, interactive mode, interactive type, interactive means, students' thinking, participation in the positive relationship between teachers and students. Psychological habits and so on will affect the situation of classroom interaction. Based on the data of investigation and research, some suggestions are put forward to construct a good and effective classroom interaction: to create a good classroom environment; to promote the improvement of teachers' teaching ability and the formation of teaching style; students should attach importance to classroom learning and cultivate their desire for learning.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G642.4
本文編號：2436286
[Abstract]:For college students, classroom experience is important because the classroom is the main formal channel for connecting and integrating academic and social experiences, and the classroom may be the most important place where most college students and teachers interact. From a sociological point of view, the classroom itself is a complex small society. The interaction between classroom and classroom has long been a subject that scholars attach importance to and focus on. By means of self-made questionnaire, classroom observation and interview, the study explores the significance of classroom interaction between college students and college students, the expectation of ideal classroom interaction, the willingness to participate in interaction, and the means and ways of interaction that you like. This paper makes a survey on the satisfaction degree of classroom interaction at present, which reflects the cognition and attitude of teachers and students to classroom interaction. On this basis, the author makes an investigation and analysis on the situation of classroom interaction and the factors influencing classroom interaction in China. The conclusions are as follows: teachers and students believe that interaction is needed in college classroom, that interaction is necessary for the completion of teaching objectives, and that interaction is the foundation of emotion between teachers and students. Learning interest and motivation are of great significance. In practice, however, more than 20% of students are unwilling or very reluctant to participate in classroom interaction, and less than 20% of students are very willing to participate in classroom interaction. The ideal classroom interaction between teachers and students is consistent. Classroom atmosphere, teachers' ability, attitude and personality charm all rank first in the choice of ideal interaction description. However, students want teachers to respect and accept their own opinions and treat students equally. At present, the situation of college classroom interaction is poor, which shows that the students' interactive behavior is not active, the frequency and breadth of participation is low, the interactive process is not complete, the interaction between teachers and students before class is lack of mutual understanding, and the teachers and students are not satisfied with the interactive effect. There are differences in students' objects and courses in classroom interaction: the enthusiasm of class cadres is higher than that of ordinary students, the first grade is the highest, the second is grade two and grade three, there is no significant difference between grade two and grade three, the fourth grade is the lowest; The students with higher learning level are more active in interaction than those with low learning level, and the interaction in liberal arts courses is more than that in science and technology courses, but the interaction enthusiasm of science and engineering students is not lower than that of liberal arts students. Self-selected curriculum interaction is more active, English and politics and other public classes are most silent. Classroom atmosphere, classroom leadership style, teachers' teaching ability, personality charm, knowledge, language and non-language, at the same time, the choice of interactive content, interactive mode, interactive type, interactive means, students' thinking, participation in the positive relationship between teachers and students. Psychological habits and so on will affect the situation of classroom interaction. Based on the data of investigation and research, some suggestions are put forward to construct a good and effective classroom interaction: to create a good classroom environment; to promote the improvement of teachers' teaching ability and the formation of teaching style; students should attach importance to classroom learning and cultivate their desire for learning.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G642.4
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