發(fā)布時間：2018-06-28 06:14

  本文選題：課堂觀察 + LICC范式��； 參考：《四川師范大學(xué)》2017年碩士論文

【摘要】：作為專業(yè)的聽評課觀察范式,LICC范式在理論與實踐中得到了廣泛的應(yīng)用。LICC范式觀察課堂教學(xué)情況,包括學(xué)生學(xué)習(xí)(Learning)、教師教學(xué)(Instruction)、課程性質(zhì)(Curriculum)與課堂文化(Culture)四個要素。規(guī)范了課堂觀察的基本程序與關(guān)鍵環(huán)節(jié)。教育實習(xí)對物理教育碩士教學(xué)技能的提升至關(guān)重要,如何反應(yīng)物理教育碩士在教學(xué)技能方面的提升就需要借助課堂觀察的手段。本文旨在將課堂觀察LICC范式引入物理課堂,為物理教育碩士實習(xí)期間教學(xué)技能的提升提供有針對性的課堂評價依據(jù)。文章采用個案調(diào)查法、訪談法以及課堂觀察法進(jìn)入成都石室中學(xué)對四川師范大學(xué)三名物理教育碩士在實習(xí)初、后期的課堂教學(xué)進(jìn)行研究,通過LICC范式的量化分析,結(jié)合學(xué)生與指導(dǎo)教師的多方評論為教學(xué)技能的提升給出有針對性的評價。本文分為三章。先是對課堂觀察、教學(xué)技能進(jìn)行概念闡述,并對課堂觀察在教學(xué)技能中的研究進(jìn)行文獻(xiàn)綜述,然后闡述本研究依據(jù),接著以“教師教學(xué)”要素制定課堂觀察量表,進(jìn)入成都石室中學(xué),觀察、記錄物理教育碩士在實習(xí)初、后期間的課堂教學(xué)情況,最后從授課情況、學(xué)生與指導(dǎo)教師評價對教學(xué)技能進(jìn)行對比,得出結(jié)論與研究的不足。本文借助課堂觀察LICC范式的量化分析,從教學(xué)環(huán)節(jié)、教學(xué)活動、教學(xué)手段三個角度對四川師范大學(xué)三名物理教育碩士在實習(xí)期間的授課情況進(jìn)行應(yīng)用研究。通過本文的應(yīng)用為課堂觀察LICC范式的實踐提供一些有益的參考與借鑒。
[Abstract]:As a professional observation paradigm of listening and evaluation, LICC paradigm has been widely used in theory and practice. LICC paradigm has been widely used to observe classroom teaching, including four elements: learning by students, instruction by teachers, curriculum nature and culture. The basic procedure and key links of classroom observation are standardized. The teaching practice is very important to the improvement of the teaching skill of the master of physics education. How to reflect the improvement of the teaching skill of the master of physics education needs the means of classroom observation. The purpose of this paper is to introduce the LICC paradigm of classroom observation into the physics classroom, and to provide a targeted basis for classroom evaluation for the improvement of teaching skills during the master's practice in physics education. This paper adopts case investigation method, interview method and classroom observation method to study the classroom teaching of three masters in physics education of Sichuan normal University in the early and late stages of practice, and through the quantitative analysis of LICC paradigm. Combined with the multiple comments of students and guidance teachers, this paper gives a targeted evaluation for the improvement of teaching skills. This paper is divided into three chapters. First of all, the concept of classroom observation and teaching skills is expounded, and the research of classroom observation in teaching skills is reviewed, then the basis of this study is expounded, and then the classroom observation scale is formulated with the elements of "teacher teaching". After entering Shizhang Middle School in Chengdu, the author observes and records the teaching situation of master of physics education in the beginning and later period of practice. Finally, the author compares the teaching skills between the students and the guidance teachers from the teaching situation, and draws the conclusion and the deficiency of the research. Based on the quantitative analysis of LICC paradigm observed in class, this paper makes an applied study on the teaching situation of three masters of physics education in Sichuan normal University from the aspects of teaching links, teaching activities and teaching means. The application of this paper provides some useful reference for classroom observation of LICC paradigm.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G643;O4-4

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本文編號：2077041