發(fā)布時(shí)間：2018-01-13 20:33

  本文關(guān)鍵詞：高職教師課堂形體語(yǔ)言對(duì)學(xué)生學(xué)習(xí)態(tài)度的影響研究　出處：《揚(yáng)州大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 形體語(yǔ)言 行為表現(xiàn) 學(xué)習(xí)態(tài)度

【摘要】：在課堂教學(xué)過(guò)程中,言語(yǔ)行為是教師傳遞教學(xué)信息的主要工具,因而受到廣大學(xué)者的關(guān)注,而課堂上的另一種信息傳遞工具——教師形體語(yǔ)言卻被大家忽視了。教師的形體語(yǔ)言諸如手勢(shì)、面部表情等都能有效彌補(bǔ)課堂上有聲語(yǔ)言的不足,使教學(xué)內(nèi)容更加形象化,進(jìn)而加強(qiáng)課堂表達(dá)效果。因此,研究教師課堂形體語(yǔ)言有很重要的意義,不僅可以豐富和深化教學(xué)行為理論研究,為進(jìn)一步研究課堂形體語(yǔ)言提供基本的理論指導(dǎo),還可以引起教師對(duì)形體語(yǔ)言的重視,使其在課堂中更好地利用形體語(yǔ)言來(lái)傳遞信息。另外,高職高校教育是全民教育中不可忽視的一部分,隨著社會(huì)經(jīng)濟(jì)的快速發(fā)展,高職教育也進(jìn)入了一個(gè)新紀(jì)元,呈現(xiàn)多元化趨勢(shì),因此,對(duì)高職教師和學(xué)生進(jìn)行研究可以使我們更好地了解高職院校的師生狀況,引導(dǎo)高職師生行為,從而促進(jìn)師生自身發(fā)展,提升自身競(jìng)爭(zhēng)力。 本研究采取定性和定量的研究方法,從課堂教學(xué)實(shí)踐出發(fā),選取渭南市某職業(yè)技術(shù)學(xué)院二年級(jí)某班的全體學(xué)生及其兩位任課教師G和F,綜合運(yùn)用文獻(xiàn)研究、問(wèn)卷調(diào)查、課堂觀察和深入訪談相結(jié)合的方法,詳細(xì)分析了高職教師的課堂形體語(yǔ)言對(duì)學(xué)生學(xué)習(xí)態(tài)度的影響。首先,通過(guò)對(duì)高職學(xué)生進(jìn)行問(wèn)卷調(diào)查來(lái)了解學(xué)生是否關(guān)注教師課堂形體語(yǔ)言,以此來(lái)說(shuō)明研究高職教師形體語(yǔ)言的必要性；其次,編制教師課堂形體語(yǔ)言觀察量表來(lái)記錄課堂上教師形體語(yǔ)言的應(yīng)用情況,尤其是教師積極性形體語(yǔ)言和消極形體語(yǔ)言的應(yīng)用情況,目的是了解教師不同表現(xiàn)形式的形體語(yǔ)言的應(yīng)用對(duì)教學(xué)和學(xué)生的影響是積極的還是消極的,并對(duì)兩名被觀察教師的積極形體語(yǔ)言和消極形體語(yǔ)言應(yīng)用情況做以對(duì)比。另外,還采用學(xué)生課堂參與活動(dòng)記錄表對(duì)學(xué)生的課堂行為進(jìn)行記錄,來(lái)了解學(xué)生課堂上的聽(tīng)課狀態(tài),并關(guān)注個(gè)別學(xué)生,為深度訪談做準(zhǔn)備；最后,以深度訪談的形式與個(gè)別學(xué)生進(jìn)行交流,來(lái)體會(huì)學(xué)生對(duì)教師積極與消極形體語(yǔ)言的真實(shí)反應(yīng)與感受。 通過(guò)分析調(diào)查問(wèn)卷、觀察量表和訪談?dòng)涗?本文得出以下幾個(gè)結(jié)論：一是,學(xué)生非常關(guān)注教師課堂上的形體語(yǔ)言,有必要對(duì)其進(jìn)行一番探討；二是,課堂上兩位教師的形體語(yǔ)言應(yīng)用情況有顯著差別,在使用積極形體語(yǔ)言多的教師的課堂上,學(xué)生的行為表現(xiàn)也比較好,而在消極形體語(yǔ)言多的課堂上,學(xué)生的行為表現(xiàn)相對(duì)差些。三是,教師的形體語(yǔ)言會(huì)對(duì)學(xué)生的學(xué)習(xí)態(tài)度產(chǎn)生一定的影響,其中,積極形體語(yǔ)言會(huì)對(duì)學(xué)生產(chǎn)生積極影響,使學(xué)生得到積極的情緒感受,從而提升其自信心和學(xué)習(xí)積極性。反之,教師的消極形體語(yǔ)言會(huì)對(duì)學(xué)生產(chǎn)生消極影響,打擊學(xué)生自尊心,使其喪失信心,學(xué)習(xí)態(tài)度散漫。
[Abstract]:In the process of classroom teaching, verbal behavior is the main tool for teachers teaching information, so it attracts the attention of scholars, and the class of another kind of information transfer tool -- teachers body language is ignored. Teachers' body language such as gestures, facial expressions can effectively compensate for the lack of sound language the classroom, make the teaching content more vivid, and strengthen classroom expression effect. Therefore, there is very important significance to study teachers' body language, can not only enrich and deepen the theoretical research of teaching behavior, as to provide theoretical guidance for further research of the basic classroom body language, can also cause the teachers to pay attention to body language, the better use of body language in the classroom to transmit information. In addition, higher vocational education is an important part of national education, with the rapid development of social economy, high Vocational education has entered a new era, showing a trend of diversification. Therefore, the study of teachers and students in higher vocational colleges can help us better understand the status of teachers and students in higher vocational colleges, and guide the behaviors of teachers and students in higher vocational colleges, so as to promote the development of teachers and students and enhance their competitiveness.
This study adopts qualitative and quantitative, starting from the practice of classroom teaching, the students from Weinan Career Technical College a class of the second grade A and two teachers G and F, questionnaire research, using literature survey method, classroom observation and in-depth interviews with a combination of the impact of higher vocational teachers, classroom learning body language a detailed analysis of the attitudes of the students. First of all, to know whether the students pay attention to teachers' classroom body language through a questionnaire survey of students in higher vocational colleges, in order to explain the necessity of Higher Vocational Teachers' body language; secondly, the preparation of teachers body language classroom observation scale to record the classroom teacher body language application, especially the application of teachers positive and negative body language body language, the purpose is to understand the teachers' application of different forms of body language in teaching and students Effect is positive or negative, and two teachers were observed positive and negative body language body language application made by contrast. In addition, the students in the classroom to participate in classroom behavior on students' activity records were recorded, to understand the students in the classroom lectures, and pay attention to the individual students, to prepare for the in depth interview; finally, to communicate in the form of interviews with individual students, to understand students on Teachers' positive and negative body language reflect and feel.
Through the analysis of the questionnaire, observation questionnaire and interviews, this paper draws the following conclusions: first, the students are very concerned about the teachers' body language, it is necessary to discuss this topic; two is the body language, application of two teachers in the classroom have significant difference, in the use of body language more actively the teachers in the classroom, students' behavior is relatively good, while in the classroom more negative body language, behavior of students is relatively poor. Three, teachers' body language will have a certain impact on students' learning attitude, the positive body language will have a positive impact on the students, the students positive emotions, so as to enhance their self-confidence and enthusiasm for learning. On the other hand, teachers' negative body language will have a negative impact on students, against student self-esteem, the loss of confidence, learning attitude.

【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G712

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本文編號(hào)：1420440