本文關(guān)鍵詞： 課堂有效教學(xué) 師生互動行為 目標導(dǎo)向行為 響應(yīng)學(xué)習(xí)行為 反饋與評價行為　出處：《上海師范大學(xué)》2015年博士論文　論文類型：學(xué)位論文

【摘要】：課堂教學(xué)實質(zhì)上是師生互動的過程,對課堂有效教學(xué)師生互動的行為指標和行為特征進行實證分析,不僅能夠診斷和改進新手教師的課堂互動行為、提升課堂互動的效率,同時可以創(chuàng)新有效教學(xué)知識,完善有效教學(xué)的理論體系,因此,本研究具有重要理論意義和實踐價值。研究從理論和實踐兩個角度構(gòu)建課堂有效教學(xué)的師生互動行為分析框架,并運用該分析框架對昆山市S小學(xué)的課堂師生互動行為指標結(jié)構(gòu)、核心要素與行為特征進行個案剖析。以有效教學(xué)的概念界定為前提,通過對昆山市S小學(xué)教師課堂師生互動行為的個案分析,歸納、概括并提出課堂有效教學(xué)的師生互動行為指標結(jié)構(gòu)、核心要素以及行為特征;并通過專家型教師的課堂互動行為案例分析,探索、發(fā)現(xiàn)和提出新手教師課堂有效互動行為的改進對策和建議。研究主要解決下述三個問題:①通過文獻梳理,了解師生互動行為與有效教學(xué)的研究現(xiàn)狀,著重探討課堂師生互動行為與有效教學(xué)的關(guān)系,解決“為什么要以有效教學(xué)為研究前提”的問題。②從理論和實踐兩個角度構(gòu)建課堂有效教學(xué)的師生互動行為分析框架,著重探討選擇“三維度十二指標四十七要素”的原因,解決“拿什么分析”和“分析什么”的問題。③以昆山市S小學(xué)為研究個案,著重探討優(yōu)質(zhì)課堂中師生互動行為指標結(jié)構(gòu)、核心要素與行為特征,并通過尋找新手教師常態(tài)課中互動行為存在問題,提出因應(yīng)性改進和提升策略。本研究的主要觀點和結(jié)論包括:第一,目標導(dǎo)向(Goall---Oriented Oriented dd))GRFE結(jié)構(gòu)是優(yōu)質(zhì)課堂中師生互動行為指標結(jié)構(gòu)。具體包含“三維十二指標四十七要素”的內(nèi)容體系和編碼體系,“三維”指教師目標導(dǎo)向行為、學(xué)生響應(yīng)學(xué)習(xí)行為和教師反饋與評價行為;“十二指標”指講解、呈示、提問、強化、指導(dǎo)與答疑、傾聽與對話、參與、應(yīng)答、提問與質(zhì)疑、學(xué)生評價、反饋、教師評價�！八氖咭亍眲t主要包含每個行為指標中的可操作的、可觀測的行為要素或行為特征。第二,師生互動行為是引導(dǎo)學(xué)生探究建構(gòu)學(xué)習(xí)共同體的重要手段。優(yōu)質(zhì)課堂中的教師常采取講解與呈示、提問等行為引導(dǎo)學(xué)生參與思考,并通過對學(xué)生響應(yīng)學(xué)習(xí)行為的回應(yīng)或反饋,推進學(xué)生深度思維,與學(xué)生共同探討和構(gòu)建學(xué)習(xí)結(jié)論,教師與學(xué)生的行為是相互影響相互作用的。第三,有效教學(xué)的師生互動行為具有區(qū)別于一般課堂的指標結(jié)構(gòu)與行為特征。在行為指標上,優(yōu)質(zhì)課堂與常態(tài)課堂沒有太大差別,都多樣化使用講解、呈現(xiàn)、提問、強化、指導(dǎo)與答疑以及傾聽與對話等行為。但在核心要素和行為特征上存在顯著差異,優(yōu)質(zhì)課堂中,教師的行為指向更加多元化,任務(wù)更加具體化。第四,學(xué)生的學(xué)習(xí)行為(一般)是響應(yīng)教師目標導(dǎo)向行為的結(jié)果,而在有效課堂中會有學(xué)生自主發(fā)出指向?qū)W習(xí)目標的行為。優(yōu)質(zhì)課堂中,學(xué)生會在既定答案的基礎(chǔ)上進一步思維,發(fā)表自己的見解,或提出自己的質(zhì)疑,有時也會對學(xué)生的學(xué)習(xí)進行評價。第五,有效課堂中頻繁出現(xiàn)指向目標達成的反饋與評價行為。優(yōu)質(zhì)課堂中教師有不同指向的反饋行為出現(xiàn),在個別化反饋和全班化反饋中交叉出現(xiàn)提問性反饋和作業(yè)-練習(xí)性反饋。特別是提問性反饋,教師會針對任務(wù)要求給予多元化反饋。評價則直接指向?qū)W習(xí)目標達成,不論是課堂作業(yè)還是評價學(xué)生作業(yè),還是課后總結(jié)與反思,都指向了教學(xué)目標。上述結(jié)論對診斷和評價新手教師的課堂互動行為具有一定的參考價值,對有針對性的開展新手教師培訓(xùn),幫助教師逆轉(zhuǎn)教學(xué)思維,教學(xué)出發(fā)點由“教”轉(zhuǎn)“學(xué)”,更加合理有效運用講解、提問等行為,更加關(guān)注學(xué)生學(xué)習(xí)行為,更加注重課堂反饋與評價等具有重要借鑒意義。
[Abstract]:The classroom teaching is essentially a process of interaction between teachers and students, to analyze the behavior index and behavior characteristics of effective classroom teaching of teacher-student interaction, classroom interaction can not only diagnose and improvement of novice teachers, improve the efficiency of classroom interaction, and can effectively improve the theory of knowledge innovation teaching, effective teaching system, therefore, the study has important the theoretical significance and practical value. The teacher-student interaction research construction from two aspects of theory and practice of effective teaching in classroom analysis framework, and using the analysis framework of classroom division of Kunshan S primary school students interaction index structure, core elements and behavioral characteristics of the case analysis. The concept of effective teaching is defined as the premise, through the case the teachers and students of teachers' classroom interactive behavior in Kunshan S primary school analysis, summarized, summarizes and proposes the effective teaching behavior of teachers and students interaction index. The core elements and behavior characteristics; and explores through case class interaction of expert teachers, analysis, discovery and improvement countermeasures and suggestions are put forward for novice teachers classroom effective interaction behavior. Research mainly solves the following three problems: 1. Through literature review, the current study on teacher-student interaction and effective teaching, discusses the relation between the classroom teacher-student interaction and effective teaching, to solve the "Why study premise" problems in effective teaching. Teachers and students interactive construct effective classroom teaching from two aspects of theory and Practice for the analysis framework, focuses on the selection of "three-dimensional twelve index forty-seven elements", "what" analysis and solve analysis of "what". According to the Kunshan S primary school as a case study, focuses on the quality of classroom interaction between teachers and students behavior index structure, core elements and line As the characteristic, and by searching for the novice teachers in the normal course of interaction problems, put forward for improvement and promotion strategies. The main viewpoints and conclusions of this study include: first, goal oriented (Goall---Oriented) Oriented DD) GRFE structure is the interaction between teachers and students in the classroom. The quality behavior index structure includes "content system and encoding system twelve dimensional index forty-seven elements", "three" refers to the teacher goal-directed behavior, students learning behavior response and teachers' feedback and evaluation; "Twelve index" to explain, presenting, questioning, strengthening, guidance and answering questions, and listen to the dialogue, participation, response, questioning and questioning, student evaluation, feedback. The teacher evaluation. The "forty-seven elements" is included in each performance index, operational, behavioral factors or behavioral characteristics can be observed. Second, the interaction between teachers and students to guide students to study the construction of schools An important means of learning community. The quality of classroom teachers often take explanation and presentation, questioning behavior to guide students in thinking, and through the response of learning behavior in response to students or feedback, promote students' deep thinking, and students to explore and construct the learning results, teachers and students' behavior is interacting. Third, the index structure and behavior characteristics of the teacher-student interaction of effective teaching is different from the general class. The behavioral indicators, high-quality classroom there is not much difference with the normal classroom, using diverse explanations, presentation, questions, strengthen guidance and answering questions, and listen to the dialogue and action. But there were significant differences in the core elements and the behavior characteristic, quality class, teachers' behavior to more diversified, more specific task. Fourth, students' learning behavior (general) is the response of teachers' goal-directed behavior The results in effective classroom will be issued to students' autonomous learning goal behavior. High quality in the classroom, students will further thinking based on the answers given, express their opinions, or questions, sometimes to evaluate the students' learning. Fifth, frequent feedback and evaluation act the goal of the effective classroom. Teachers with high-quality classroom feedback behavior of different points, in individual feedback and the feedback in cross questioning and feedback operation practice feedback. Especially the question of feedback, teachers will give feedback on task requirements. Diversified evaluation directly to the learning objectives, regardless of is the classroom evaluation of students' homework or homework, or class summary and reflection, pointing to the teaching goal. The conclusion of classroom interaction for diagnosis and evaluation of novice teachers with There is a certain reference value for targeted training of novice teachers, help teachers to reverse the teaching of thinking, teaching the starting point from "teaching" to "learning", more reasonable and effective use of explanations, questioning behavior, pay more attention to students' learning behavior, has important significance to pay more attention to classroom feedback and evaluation.

【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2015
【分類號】：G622.4
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本文編號：1454376