本文選題：教學(xué)行為 + 評價(jià)標(biāo)準(zhǔn)��； 參考：《中央民族大學(xué)》2017年碩士論文

【摘要】：隨著人們對教育的重視程度越來越高,教育均衡成為我國教育發(fā)展的新任務(wù)。民族地區(qū)受到地理位置、經(jīng)濟(jì)等條件的限制,教育水平相對落后,推進(jìn)其教育發(fā)展刻不容緩,教師作為教育發(fā)展的關(guān)鍵,對其教學(xué)行為進(jìn)行研究具有重要的意義。本文建立了小學(xué)數(shù)學(xué)教師課堂教學(xué)行為評價(jià)標(biāo)準(zhǔn),從教學(xué)語言、板書、多媒體教學(xué)等八個(gè)維度評價(jià)了小學(xué)數(shù)學(xué)教師的課堂教學(xué)行為,分析了新疆小學(xué)數(shù)學(xué)教師課堂上存在的問題,問題產(chǎn)生的可能原因,并針對這些問題提出了具體的建議,本文的具體內(nèi)容分布如下。第一章是行文的基礎(chǔ),包括問題的提出、研究目的及意義和對相關(guān)文獻(xiàn)的介紹。闡明了對北京和新疆小學(xué)數(shù)學(xué)教師課堂教學(xué)行為進(jìn)行比較研究的必要性,通過對國內(nèi)外文獻(xiàn)的查閱和梳理,明確了小學(xué)數(shù)學(xué)教師課堂教學(xué)行為的概念,并確定其所包含的具體行為,以此作為后續(xù)研究和構(gòu)建評價(jià)指標(biāo)體系的理論基礎(chǔ)。第二章是對行文的介紹,主要介紹了研究對象、研究方法、論文中涉及的關(guān)鍵概念的界定和研究框架。第三章建立小學(xué)數(shù)學(xué)教師課堂教學(xué)行為評價(jià)標(biāo)準(zhǔn)。在文獻(xiàn)研究和課堂觀察的基礎(chǔ)上,初步擬定了教學(xué)行為的維度和指標(biāo)。通過與一線教師和相關(guān)領(lǐng)域研究人員的溝通,確定研究維度。然后,利用指標(biāo)序號法,確定各維度和指標(biāo)的權(quán)重,根據(jù)權(quán)重剔除重要性較低的指標(biāo),最終從教學(xué)語言、板書、多媒體教學(xué)等八個(gè)維度建立了小學(xué)數(shù)學(xué)教師課堂教學(xué)行為評價(jià)標(biāo)準(zhǔn)。第四章是北京和新疆小學(xué)數(shù)學(xué)教師教學(xué)行為的差異分析。從教學(xué)語言、板書、多媒體教學(xué)、體態(tài)語使用、提問、問題反饋、練習(xí)設(shè)計(jì)和練習(xí)反饋八個(gè)維度和維度的具體指標(biāo)上進(jìn)行分析,發(fā)現(xiàn)新疆和北京小學(xué)數(shù)學(xué)教師課堂教學(xué)行為中存在的差異,進(jìn)而分析新疆小學(xué)數(shù)學(xué)教師課堂教學(xué)行為存在的問題和其潛在原因。并從教師自身基本素質(zhì)、培訓(xùn)機(jī)制方面對產(chǎn)生問題的潛在原因進(jìn)行闡述。第五章針對存在的問題和其潛在原因從改善教師自身素質(zhì)和加強(qiáng)教師培訓(xùn)兩個(gè)角度給出具體可操作性建議。
[Abstract]:As people pay more and more attention to education, educational balance has become a new task for the development of education in China. The education level of minority areas is relatively backward due to the restriction of geographical location and economy. It is urgent to promote the development of education. Teachers are the key to the development of education. It is of great significance to study their teaching behavior. This paper establishes the evaluation standard of classroom teaching behavior of primary school mathematics teachers, and evaluates the classroom teaching behavior of primary school mathematics teachers from eight dimensions of teaching language, blackboard writing and multimedia teaching. This paper analyzes the problems existing in the classroom of primary school mathematics teachers in Xinjiang and the possible causes of the problems, and puts forward some specific suggestions for these problems. The specific contents of this paper are as follows. The first chapter is the basis of the text, including the question, the purpose and significance of the study and the introduction of relevant literature. This paper expounds the necessity of comparative study on the classroom teaching behavior of primary school mathematics teachers in Beijing and Xinjiang, and clarifies the concept of classroom teaching behavior of primary school mathematics teachers by consulting and combing the literature at home and abroad. The concrete behavior included is determined as the theoretical basis of the following research and the construction of evaluation index system. The second chapter is the introduction of the text, mainly introduces the research object, research methods, the definition and research framework of the key concepts involved in the paper. The third chapter establishes the elementary school mathematics teacher classroom teaching behavior appraisal standard. On the basis of literature research and classroom observation, the dimensions and indicators of teaching behavior are preliminarily worked out. The research dimension is determined by communicating with teachers and researchers in related fields. Then, using the index ordinal method, the weight of each dimension and index is determined, according to the weight, the index of lower importance is eliminated, and finally, from the language of instruction, blackboard, Multimedia teaching and other eight dimensions set up the elementary school mathematics teacher classroom teaching behavior evaluation standard. The fourth chapter is the analysis of teaching behavior difference between primary school mathematics teachers in Beijing and Xinjiang. From the teaching language, blackboard, multimedia teaching, body language use, questioning, question feedback, practice design and practice feedback eight dimensions and specific indicators, The differences in classroom teaching behaviors between primary school mathematics teachers in Xinjiang and Beijing are found, and the problems and potential causes of classroom teaching behavior of primary school mathematics teachers in Xinjiang are analyzed. And from the teacher's own basic quality, the training mechanism aspect to produce the question the latent reason to carry on the elaboration. The fifth chapter gives some practical suggestions from two aspects of improving teachers' own quality and strengthening teachers' training aiming at the existing problems and their potential causes.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.5

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本文編號：2019653