本文選題：化學(xué)課堂教學(xué) + 基元教學(xué)行為鏈　； 參考：《東北師范大學(xué)》2015年博士論文

【摘要】：教學(xué)行為是化學(xué)課堂教學(xué)的實(shí)施載體,是教師教育理念及教學(xué)主張最直接的表現(xiàn)形式,化學(xué)知識(shí)與技能、情感態(tài)度與價(jià)值觀在每一個(gè)教與學(xué)的過(guò)程中逐步建構(gòu)起來(lái)。然而,在理論層面上,當(dāng)前的教學(xué)行為研究尚缺乏公共理論,且教師存在個(gè)人理論建構(gòu)困難;在實(shí)踐層面,教師參與教學(xué)行為研究的主體性嚴(yán)重缺失,教學(xué)行為與新課程理念存在不匹配現(xiàn)象。從系統(tǒng)論視角分析,化學(xué)課堂教學(xué)系統(tǒng)由一個(gè)個(gè)基元教學(xué)系統(tǒng)按一定邏輯順序鏈接而成,實(shí)踐表現(xiàn)為一個(gè)個(gè)具有一定邏輯關(guān)系的基元教學(xué)行為鏈。在鄭長(zhǎng)龍教授課題組的前期研究中,已經(jīng)確立了基元教學(xué)行為鏈實(shí)施質(zhì)量對(duì)基元教學(xué)系統(tǒng)教學(xué)有效性的決定作用。本研究在課題組前期研究基礎(chǔ)之上,開(kāi)展了化學(xué)課堂常見(jiàn)基元教學(xué)行為鏈實(shí)施質(zhì)量的表征及評(píng)價(jià)研究,主要包括以下幾個(gè)方面的具體內(nèi)容�！蚧瘜W(xué)課堂常見(jiàn)基元教學(xué)行為鏈的定性表征。結(jié)合教育學(xué)、心理學(xué)、傳播學(xué)、系統(tǒng)科學(xué)等相關(guān)理論,闡釋了各類型基元教學(xué)行為鏈實(shí)施質(zhì)量評(píng)價(jià)維度的影響機(jī)理及影響程度�！蚧瘜W(xué)課堂常見(jiàn)基元教學(xué)行為鏈實(shí)施質(zhì)量的定量表征。在定性表征的基礎(chǔ)之上,建構(gòu)了化學(xué)課堂6種常見(jiàn)基元教學(xué)行為鏈實(shí)施質(zhì)量的定量表征模型�！蚧瘜W(xué)課堂常見(jiàn)基元教學(xué)行為鏈實(shí)施質(zhì)量的水平表征。討論了各類型基元教學(xué)行為鏈實(shí)施質(zhì)量的水平等級(jí)問(wèn)題,將各類型基元教學(xué)行為鏈實(shí)施質(zhì)量劃分為高、中、低三個(gè)水平,并確定了各水平的臨界值;分析了各水平等級(jí)基元教學(xué)行為鏈的實(shí)施特征及水平差異原因�！蚧瘜W(xué)課堂常見(jiàn)基元教學(xué)行為鏈實(shí)施質(zhì)量及水平的分布特征。討論了教師成熟程度、教師性別、授課形式對(duì)基元教學(xué)行為鏈實(shí)施質(zhì)量及水平分布的影響,并對(duì)差異產(chǎn)生的原因進(jìn)行了討論�！蚧瘜W(xué)課堂基元教學(xué)行為鏈實(shí)施質(zhì)量的整體評(píng)價(jià)與分析。分析了化學(xué)課堂基元教學(xué)行為鏈類型分布特征及影響基元教學(xué)行為鏈類型選擇的因素;歸納了化學(xué)課堂基元教學(xué)行為鏈實(shí)施質(zhì)量的整體分布類型;對(duì)化學(xué)課堂基元教學(xué)行為鏈整體實(shí)施質(zhì)量進(jìn)行了定量表征;總結(jié)出化學(xué)課堂基元教學(xué)行為鏈實(shí)施質(zhì)量的分析流程。
[Abstract]:Teaching behavior is the carrier of chemistry classroom teaching. It is the most direct expression form of teachers' educational ideas and teaching ideas. Chemistry knowledge and skills, emotional attitude and values are constructed step by step in each teaching and learning process. However, on the theoretical level, the current research on teaching behavior is still lack of public theory, and teachers have difficulty in constructing individual theory, and in practice, the subjectivity of teachers' participation in teaching behavior research is seriously lacking. There is a mismatch between teaching behavior and the concept of new curriculum. From the point of view of system theory, the chemistry classroom teaching system is made up of one elementary teaching system linked in a certain logical order, and the practice manifests itself as a chain of elementary teaching behavior with certain logic relation. In the previous study of Professor Zheng Changlong's research group, it has been established that the effect of the implementation quality of the elementary teaching behavior chain on the teaching effectiveness of the elementary teaching system has been established. On the basis of the previous research of the research group, this study has carried out the research on the characterization and evaluation of the implementation quality of the common elementary teaching behavior chain in chemistry classroom. It mainly includes the following aspects: qualitative representation of common elementary teaching behavior chain in chemistry classroom. Combining with the relevant theories of pedagogy, psychology, communication, systems science, etc. This paper explains the influence mechanism and influence degree of the implementation quality evaluation dimension of each type of elementary teaching behavior chain and the quantitative representation of the implementation quality of the common elementary teaching behavior chain in chemistry classroom. On the basis of qualitative representation, this paper constructs a quantitative representation model of the implementation quality of six kinds of common elementary teaching behavior chain in chemistry classroom and the level representation of the implementation quality of the common elementary teaching behavior chain in chemistry classroom. This paper discusses the level and grade of the implementation quality of each type of elementary teaching behavior chain, divides the implementation quality of each type of primitive teaching behavior chain into three levels: high, middle and low, and determines the critical value of each level. This paper analyzes the implementation characteristics and the reasons for the differences in the teaching behavior chain of each level elementary element, and analyzes the quality of the implementation of the basic element teaching behavior chain and the distribution characteristics of the level in the chemistry classroom. The effects of teacher maturity, teacher gender and teaching form on the implementation quality and horizontal distribution of elementary teaching behavior chain are discussed. The paper also discusses the causes of the differences and the overall evaluation and analysis of the implementation quality of the elementary teaching behavior chain in chemistry classroom. This paper analyzes the distribution characteristics of the teaching behavior chain in chemistry classroom and the factors influencing the choice of the teaching behavior chain in chemistry classroom, and sums up the overall distribution types of the implementation quality of the elementary teaching behavior chain in the chemistry classroom. The overall implementation quality of the chemistry classroom elementary teaching behavior chain is quantitatively characterized, and the analysis flow of the chemistry classroom elementary teaching behavior chain implementation quality is summarized.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.8

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本文編號(hào)：2014375