發(fā)布時間：2018-04-22 20:04

  本文選題：小學(xué)英語教師 + 課堂理答��； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：隨著基礎(chǔ)教育新課程改革的不斷深入,課堂理念的不斷推進(jìn),有越來越多的專家學(xué)者包括一線教師開始關(guān)注有效教學(xué)和高效課堂的建構(gòu)和完善,而這些都離不開課堂上師生之間的互動與交流。理答作為課堂問答的最后一個環(huán)節(jié)顯得尤為關(guān)鍵,是教師對學(xué)生回答的即時反饋,它既是一種教學(xué)行為,又是一種教學(xué)評價。理答的好壞決定著課堂教學(xué)高效程度,好的理答能夠激發(fā)學(xué)生的學(xué)習(xí)興趣,提高課堂教學(xué)的有效性,并促進(jìn)教師的專業(yè)成長,提升教師課堂理答行為的能力。因此,課堂理答也越來越受到關(guān)注與重視。筆者選擇了小學(xué)英語課堂中教師的理答行為為研究內(nèi)容,以小學(xué)英語新手教師、熟手教師及專家教師為研究對象,在界定了理答等相關(guān)概念的基礎(chǔ)上,綜合運用文獻(xiàn)研究法、錄像分析法、比較研究法和訪談法,對小學(xué)英語專家、熟手和新手教師的課堂理答行為上的差異進(jìn)行比較分析,并試圖尋找造成其差異的原因,以便幫助新手教師能夠從中獲益并提高自身課堂理答水平,進(jìn)而不斷縮小與專家教師之間的差距。本研究共分為五個部分。第一部分為緒論。指明本研究提出的課題背景、研究意義以及論文框架。第二部分為文獻(xiàn)綜述及核心概念。具體介紹了理答的涵義與分類及其影響要素,對新手、熟手和專家教師做出一些核心概念的界定,并概述本研究的國內(nèi)外相關(guān)研究現(xiàn)狀及水平以及筆者對其的總結(jié)反思。第三部分為研究設(shè)計。本章主要闡述了本研究的研究問題、研究對象、研究方法以及研究過程。為整個研究提供了可操作的步驟,并設(shè)計了教師課堂理答水平觀察統(tǒng)計表作為輔助材料。第四部分為三名教師課堂理答行為情況分析。通過對三名教師的三節(jié)同課異構(gòu)課的理答行為類型和數(shù)據(jù)統(tǒng)計進(jìn)行比較和分析,總結(jié)出造成教師課堂理答行為差異的主要原因,同時探究學(xué)生對教師課堂理答行為的態(tài)度和訴求。第五部分為小學(xué)英語課堂中教師理答行為的改進(jìn)措施及結(jié)語。力求能夠幫助新手教師提高課堂理答水平,優(yōu)化教師課堂理答行為。最后,還對本研究進(jìn)行總結(jié)概括,描述其局限性及對未來的展望。
[Abstract]:With the deepening of the new curriculum reform of basic education and the promotion of classroom concept, more and more experts and scholars, including first-line teachers, begin to pay attention to the construction and perfection of effective teaching and efficient classroom. These are inseparable from the interaction and communication between teachers and students in the classroom. As the last link of classroom question and answer, it is very important for teachers to give immediate feedback to students. It is not only a kind of teaching behavior, but also a kind of teaching evaluation. The quality of rational answer determines the efficiency of classroom teaching. Good reasoning can stimulate students' interest in learning, improve the effectiveness of classroom teaching, promote the professional growth of teachers, and improve teachers' ability of answering in class. Therefore, the classroom answer is paid more and more attention to. The author chooses the teacher's answering behavior in the primary school English classroom as the research content, takes the primary school English novice teacher, the familiar teacher and the expert teacher as the research object, on the basis of defining the relevant concepts, such as the answer, and so on, synthetically uses the literature research method. Video analysis method, comparative research method and interview method are used to compare and analyze the differences in classroom answering behavior among English experts, proficient teachers and novice teachers in primary schools, and try to find out the reasons for the differences. In order to help novice teachers to benefit from it and improve their classroom answer level, thus narrowing the gap between teachers and experts. This study is divided into five parts. The first part is the introduction. The background, significance and framework of the research are pointed out. The second part is literature review and core concepts. This paper introduces the meaning, classification and influencing factors of the theory of answer, defines the core concepts of novice, proficient and expert teacher, and summarizes the current situation and level of the research at home and abroad and the author's summary and reflection on it. The third part is the research and design. This chapter mainly describes the research issues, research objects, research methods and research process. This paper provides an operable step for the whole study and designs a statistical table of teachers' classroom answering level as a supplementary material. The fourth part is the analysis of three teachers'behavior in classroom. Through the comparison and analysis of the three teachers' behavior types and data statistics of the three different classes in the same class, this paper summarizes the main reasons for the difference of the teacher's behavior in the classroom. At the same time, it explores the attitude and demand of the students to the teacher's behavior of answering questions in class. The fifth part is the improvement measures and conclusion of teacher's answering behavior in primary English classroom. Try to help novice teachers improve the level of classroom answering, optimize teachers' classroom answering behavior. Finally, the paper summarizes the research, describes its limitations and prospects for the future.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.31

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 段建國;;高中語文同課異構(gòu)中課堂理答優(yōu)化策略探析[J];中小學(xué)教學(xué)研究;2016年02期

2 韓曉敏;徐永軍;;英語教師課堂理答行為研究綜述[J];牡丹江教育學(xué)院學(xué)報;2013年05期

3 奚涵玉;;多樣評價 煥發(fā)理答活力[J];快樂閱讀;2012年27期

4 楊藝媛;;小學(xué)英語教師課堂反饋語中重復(fù)的心理探析[J];山東師范大學(xué)外國語學(xué)院學(xué)報(基礎(chǔ)英語教育);2012年03期

5 鄭君;;課堂教學(xué)反饋行為類型及其實施原則[J];當(dāng)代教育科學(xué);2010年06期

6 麻彩虹;;課堂教學(xué)提高理答有效性的行動研究[J];小學(xué)教學(xué)(數(shù)學(xué)版);2009年12期

7 劉忠政;;論教育比較研究法[J];海南大學(xué)學(xué)報(人文社會科學(xué)版);2008年01期

8 高玲;;教師反思能力發(fā)展特點的研究[J];教育理論與實踐;2007年09期

9 張建瓊;國內(nèi)外課堂教學(xué)行為研究之比較[J];外國教育研究;2005年03期

10 孟迎芳,連榕,郭春彥;專家—熟手—新手型教師教學(xué)策略的比較研究[J];心理發(fā)展與教育;2004年04期

相關(guān)碩士學(xué)位論文 前7條

1 田菲;小學(xué)數(shù)學(xué)新手與專家教師課堂理答行為的比較研究[D];新疆師范大學(xué);2015年

2 張蕾;新手教師與專家型教師教學(xué)行為的比較研究[D];西北師范大學(xué);2014年

3 陳玉婷;專家與新手高中英語教師課堂教學(xué)行為比較研究[D];重慶大學(xué);2014年

4 魏琳;小學(xué)語文課堂理答現(xiàn)狀及策略研究[D];東北師范大學(xué);2012年

5 田賽男;中學(xué)語文教師課堂理答行為研究[D];湖南師范大學(xué);2012年

6 李一婷;小學(xué)數(shù)學(xué)教師理答行為的研究[D];南京師范大學(xué);2011年

7 潘振華;新手—熟手—專家型中學(xué)數(shù)學(xué)教師教學(xué)策略的比較研究[D];福建師范大學(xué);2007年

，

本文編號：1788717