發(fā)布時(shí)間：2018-06-21 02:18

  本文選題：初中英語 + 課堂時(shí)間管理��； 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：課堂時(shí)間管理在教學(xué)管理中占有重要地位,是實(shí)現(xiàn)有效教學(xué)的關(guān)鍵因素。有效教學(xué)要求教師在課堂教學(xué)中做到有效率,在有限的時(shí)間內(nèi),充分利用教學(xué)資源調(diào)動(dòng)學(xué)生的積極性完成教學(xué)任務(wù)。然而目前的課堂教學(xué)時(shí)間管理存在一些問題,在中學(xué)實(shí)習(xí)教師中尤為明顯,他們?nèi)狈虒W(xué)經(jīng)驗(yàn),在課堂上難以靈活把控時(shí)間;專業(yè)不成熟;在課堂上存在時(shí)間管理混亂的現(xiàn)象;課堂時(shí)間浪費(fèi)現(xiàn)象嚴(yán)重。因此對英語實(shí)習(xí)教師課堂時(shí)間管理的研究顯得十分重要。本研究以張志杰、黃希庭(2003)的時(shí)間管理傾向量表為基礎(chǔ),結(jié)合美國斯坦福大學(xué)心理學(xué)教授Flavell(1979)元認(rèn)知理論和已有的相關(guān)文獻(xiàn)的研究確定了調(diào)查問卷的三個(gè)維度,即課堂時(shí)間意識、課堂時(shí)間計(jì)劃和課堂時(shí)間調(diào)控,從而制定了英語實(shí)習(xí)教師課堂時(shí)間管理調(diào)查問卷。以王道俊,郭文安(2009)提出的新授課的一般結(jié)構(gòu),結(jié)合具體的教學(xué)流程,編制了課堂教學(xué)環(huán)節(jié)時(shí)間觀察表。并以白益民(1999)提出的高成效教師的時(shí)間分配比例作參考,對課堂教學(xué)案例進(jìn)行深入分析。以130位英語教育碩士為研究對象進(jìn)行調(diào)查,分別來自四所大學(xué)(山西師范大學(xué),山東師范大學(xué),重慶師范大學(xué)和渤海大學(xué))。本研究通過問卷調(diào)查的方法,從三個(gè)維度了解實(shí)習(xí)教師課堂時(shí)間管理能力的整體水平。其次,通過分析所收集教學(xué)案例和課堂觀察的數(shù)據(jù),了解英語實(shí)習(xí)教師課堂時(shí)間管理上存在的問題,最后提出有效建議。本研究主要圍繞三個(gè)問題:(1)初中英語實(shí)習(xí)教師課堂時(shí)間意識怎樣?(2)初中英語實(shí)習(xí)教師課前時(shí)間規(guī)劃怎樣?(3)初中英語實(shí)習(xí)教師課堂實(shí)施過程中,時(shí)間調(diào)控怎樣?通過以上研究,作者得出以下結(jié)論:通過問卷結(jié)合課堂觀察分析,發(fā)現(xiàn)英語實(shí)習(xí)教師的課堂時(shí)間管理能力整體水平處于中等;在時(shí)間意識、時(shí)間計(jì)劃、時(shí)間調(diào)控三個(gè)方面水平相對平衡但不高。就教師課堂時(shí)間意識總體情況來看,絕大多數(shù)實(shí)習(xí)教師思想上非常重視課堂時(shí)間,從實(shí)習(xí)教師課上經(jīng)�？磿r(shí)間這一情況分析來看,實(shí)習(xí)教師的課堂時(shí)間觀念不強(qiáng),頭腦里沒有很強(qiáng)的“課堂時(shí)間生物鐘”;就實(shí)習(xí)教師課前時(shí)間規(guī)劃來看,多數(shù)實(shí)習(xí)教師課堂時(shí)間規(guī)劃處于基本詳盡和不太詳盡之間;就實(shí)習(xí)教師在英語課堂上對時(shí)間的把控來看,均值均在3.00左右,表明在課堂時(shí)間監(jiān)控方面實(shí)習(xí)教師還存在較多問題。
[Abstract]:Classroom time management plays an important role in teaching management and is the key factor to realize effective teaching. Effective teaching requires teachers to be efficient in classroom teaching and to make full use of teaching resources to mobilize students' enthusiasm to complete teaching tasks in a limited time. However, there are some problems in classroom teaching time management, especially among middle school teachers, who lack teaching experience and are difficult to control time flexibly in class. There is a serious waste of classroom time. Therefore, it is very important to study the classroom time management of English intern teachers. Based on the time management disposition scale of Zhang Zhijie and Huang Xitingwei (2003), combined with the research of Flavellberg, a psychology professor at Stanford University in America, and the relevant literature, the author determined the three dimensions of the questionnaire, that is, classroom time consciousness. Classroom time planning and classroom time control, therefore, a questionnaire on classroom time management of English intern teachers is developed. Based on the general structure of the new teaching proposed by Wang Daojun and Guo Wenan (2009) and combined with the concrete teaching flow, the observation table of classroom teaching link time is compiled. Based on the time allocation ratio of high-effective teachers put forward by Bai Yimin 1999, this paper makes an in-depth analysis of classroom teaching cases. A total of 130 masters in English education were investigated from four universities (Shanxi normal University, Shandong normal University, Chongqing normal University and Bohai University). Through questionnaire survey, this study aims to understand the overall level of classroom time management ability of intern teachers from three dimensions. Secondly, by analyzing the data collected from teaching cases and classroom observations, the author tries to find out the problems existing in the management of classroom time for English intern teachers, and finally puts forward some effective suggestions. This research mainly revolves around three questions: 1) what is the classroom time consciousness of junior English intern teachers? (2) how to plan the pre-class time of junior middle school English intern teachers? (3) what is the time control in the classroom implementation of junior middle school English intern teachers? Through the above research, the author draws the following conclusions: through the questionnaire and classroom observation analysis, it is found that the overall level of classroom time management ability of English intern teachers is in the medium level; The three aspects of time control are relatively balanced but not high. In view of the general situation of teachers' consciousness of classroom time, most of them attach great importance to classroom time ideologically. From the analysis of the situation that interns often look at time in class, we can see that the concept of classroom time of intern teachers is not strong. There is no strong "classroom time clock" in the mind, and most of the intern teachers' classroom time planning is between basic and not too detailed. The average value of time control in English classroom is about 3.00, which indicates that there are still many problems in classroom time monitoring.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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