本文選題：高校教師　切入點(diǎn)：教學(xué)反思　出處：《湖南師范大學(xué)》2014年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：隨著高等教育大眾化進(jìn)程的推進(jìn),我國(guó)正面臨著全面提高高等院校教育質(zhì)量的重任,而教師的課堂教學(xué)行為無(wú)疑是影響高等教育教學(xué)質(zhì)量最為重要的因素之一。教師課堂行為的改善需要教學(xué)反思,掌握有效反思的技巧,將教學(xué)反思落實(shí)到高校教師課堂行為的始末是創(chuàng)設(shè)高效課堂的關(guān)鍵。 論文通過(guò)結(jié)合高校教師課堂教學(xué)的特殊性,以教學(xué)反思為視角對(duì)高校教師在課堂中的講授、提問(wèn)、組織課堂討論、悉心指導(dǎo)學(xué)生練習(xí)(實(shí)驗(yàn))及其他具體的課堂行為方式進(jìn)行了應(yīng)然分析。然后,對(duì)長(zhǎng)沙市內(nèi)6所高等院校(其中涵蓋重點(diǎn)院校、一般院校、高職院校)的部分教師的課前準(zhǔn)備情況、具體的課堂行為方式、教學(xué)反思和課后評(píng)價(jià)情況做了相關(guān)的問(wèn)卷調(diào)查及訪(fǎng)談,對(duì)初始數(shù)據(jù)進(jìn)行統(tǒng)計(jì)后又深入課堂對(duì)調(diào)查、訪(fǎng)談的結(jié)果進(jìn)行對(duì)比驗(yàn)證。在此基礎(chǔ)上,發(fā)現(xiàn)高校教師在課堂上能富有教學(xué)熱情、進(jìn)行條理清晰的課堂講授,也開(kāi)始注重師生間的互動(dòng)和運(yùn)用計(jì)算機(jī)教學(xué)輔助設(shè)備；同時(shí)還發(fā)現(xiàn)教師在課堂上對(duì)傳統(tǒng)講授法比較依賴(lài),在課堂提問(wèn)、課堂討論及指導(dǎo)學(xué)生練習(xí)(實(shí)驗(yàn))的技巧和實(shí)時(shí)反饋方面還有所缺失。針對(duì)當(dāng)前課堂教師課堂行為的現(xiàn)狀,分析了影響教師課堂行為的主要因素在于：教師的職業(yè)道德、知識(shí)水平、心理素質(zhì)間的差異、教學(xué)反思程度,學(xué)校的教學(xué)氛圍及各項(xiàng)政策,學(xué)生課堂表現(xiàn)等幾個(gè)方面。最后,在詳實(shí)的調(diào)查數(shù)據(jù)、訪(fǎng)談資料和文獻(xiàn)資料分析基礎(chǔ)上,提出了要提高教師教學(xué)反思意識(shí)和能力、更新教學(xué)理念和加強(qiáng)理論學(xué)習(xí)、增強(qiáng)教師教學(xué)效能感、建立健全教學(xué)激勵(lì)機(jī)制來(lái)改善高校教師課堂行為的對(duì)策建議。
[Abstract]:With the advancement of the popularization of higher education, our country is faced with the task of improving the quality of higher education in an all-round way. The teacher's classroom teaching behavior is undoubtedly one of the most important factors affecting the teaching quality of higher education. It is the key to create efficient classroom to carry out the teaching reflection to the classroom behavior of college teachers. This paper combines the particularity of college teachers' classroom teaching, taking the teaching reflection as the angle of view to teach, ask questions, organize the classroom discussion to the university teachers in the classroom. The author carefully guided students to practice (experiment) and other specific classroom behavior. Then, six colleges and universities in Changsha city (including key colleges and universities, general colleges and universities) were analyzed. In higher vocational colleges, some teachers' preparation before class, specific classroom behavior, teaching introspection and evaluation after class were investigated by questionnaire and interview, and the initial data were collected and investigated in the classroom. The results of the interviews are compared and verified. On this basis, it is found that teachers in colleges and universities can be full of teaching enthusiasm in the classroom, conduct structured lectures, and begin to pay attention to the interaction between teachers and students and the use of computer-assisted teaching equipment. At the same time, it is found that teachers are more dependent on traditional teaching methods in class, and lack of skills and real-time feedback in classroom questioning, classroom discussion and teaching students' practice (experiment), aiming at the present situation of classroom teachers' classroom behavior. This paper analyzes the main factors influencing teachers' classroom behavior, such as teachers' professional ethics, knowledge level, differences in psychological quality, teaching reflection, school teaching atmosphere and various policies, students' classroom performance, and so on. On the basis of detailed investigation data, interview data and literature analysis, it is proposed to improve teachers' teaching reflective consciousness and ability, to renew teaching concept and strengthen theoretical study, and to enhance teachers' sense of teaching efficacy. To establish and improve the teaching incentive mechanism to improve the classroom behavior of college teachers.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：G642.4

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 肖川;高校有效教學(xué)的目標(biāo)和特征[J];高等教育研究;1999年03期

2 姚利民;略論大學(xué)教師的有效教學(xué)[J];黑龍江高教研究;2002年04期

3 包紅剛;試論大學(xué)教學(xué)方法及其改革[J];北京人民警察學(xué)院學(xué)報(bào);2001年06期

4 唐松林;;國(guó)外教師教學(xué)行為有效性研究綜述[J];大學(xué)教育科學(xué);2007年04期

5 李長(zhǎng)萍;;論大學(xué)課堂教學(xué)中師生交互關(guān)系[J];教育理論與實(shí)踐;2006年04期

6 張立昌;試論教師的反思及其策略[J];教育研究;2001年12期

7 李長(zhǎng)吉;張雅君;;教師的教學(xué)反思[J];課程.教材.教法;2006年02期

8 李松林;論教學(xué)研究中的教學(xué)行為分析方法[J];首都師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2005年01期

9 侯柱平;談高校部分教師對(duì)教學(xué)投入不足的原因及其對(duì)策[J];冀東學(xué)刊;1997年01期

10 楊明全;反思型教師:教師形象演變的新取向[J];外國(guó)教育研究;2002年09期

，

本文編號(hào)：1634932