本文選題：論證 + 課堂話語��； 參考：《華東師范大學(xué)》2017年碩士論文

【摘要】：近年來,科學(xué)教育領(lǐng)域內(nèi)的論證研究越來越受到教育工作者的關(guān)注。研究已發(fā)現(xiàn)教師的課堂話語直接影響著學(xué)生的論證。在此背景下,本文通過對兩位新手教師和兩位熟手教師的課堂話語進(jìn)行轉(zhuǎn)錄、編碼和數(shù)據(jù)統(tǒng)計(jì),結(jié)合教師的課后訪談,從論證的視角對初中新手熟手物理教師的課堂話語展開研究。研究主要得到以下結(jié)論:(1)在課堂話語量上,與熟手教師相比,新手教師的課堂話語比例更高,突出表現(xiàn)在課堂引入和結(jié)束部分"獨(dú)白式"的講述以及在課堂中對自己問題以及學(xué)生回答的重復(fù);(2)在對論證過程的認(rèn)識和處理方式上,兩種類型教師的差異性不大,面對原始認(rèn)識,教師通常不關(guān)注其論證過程,而對于科學(xué)認(rèn)識,教師能直接給出論證,但很少能引導(dǎo)學(xué)生進(jìn)行論證;(3)在論證話語上,熟手教師在"鼓勵學(xué)生提出主張"、"鼓勵學(xué)生提出理由"以及"鼓勵學(xué)生檢驗(yàn)他人論點(diǎn)"中的表現(xiàn)要優(yōu)于新手教師。"鼓勵學(xué)生提出反論點(diǎn)"和"鼓勵學(xué)生提出反駁"在兩類教師的課堂中都出現(xiàn)得非常少;(4)在非論證話語上,新手教師在"口語解說"、"引導(dǎo)學(xué)生做出回應(yīng)"以及"課堂管理"中的話語比例高于熟手教師,而在"引導(dǎo)學(xué)生進(jìn)行討論"中的話語比例則低于熟手教師�？傮w而言,初中新手熟手物理教師在課堂中的論證話語數(shù)量都比較少,新手教師的論證表現(xiàn)要遜色于熟手教師。據(jù)此,本文為初中物理課堂教學(xué)中融入論證提出四點(diǎn)建議:(1)提供課堂話語機(jī)會;(2)運(yùn)用論證話語;(3)以開放性問題設(shè)問;(4)以論證為導(dǎo)向進(jìn)行評價。
[Abstract]:In recent years, the argumentation research in the field of science education has been paid more and more attention by educators. The study has found that the teacher's classroom discourse has a direct impact on the student's argument. In this context, this paper carries out transcription, coding and statistics of the classroom discourse of two novice teachers and two experienced teachers, and combines with the teachers' interviews after class. From the perspective of argumentation, this paper studies the classroom discourse of junior high school beginners. The main conclusions of the study are as follows: (1) in terms of classroom discourse quantity, novice teachers have a higher proportion of classroom discourse than proficient teachers. The outstanding manifestation is the "monologue" narration of the introduction and closing part of the classroom and the repetition of the questions and the students' answers in the classroom) there is little difference between the two types of teachers in the understanding and handling of the argumentation process. In the face of original knowledge, teachers usually do not pay attention to the process of argumentation, but for scientific knowledge, teachers can give argument directly, but rarely can lead students to conduct argumentation. Proficient teachers perform better than novice teachers in "encouraging students to make claims," encouraging students to give reasons, "and" encouraging students to test others' arguments. " Encouraging students to make counter-arguments "and" encouraging students to argue "appears very rarely in the classrooms of both types of teachers) in non-argumentative discourse. Novice teachers have a higher proportion of discourse in "oral interpretation", "guiding students to respond" and "classroom management" than the proficient teachers, while the proportion of discourse in "leading students to discuss" is lower than that of the proficient teachers. In general, the number of argumentation words of junior high school novice physics teachers in the classroom is relatively small, and the novice teachers' demonstration performance is inferior to that of the proficient teachers. Accordingly, this paper puts forward four suggestions for the integration of demonstration in physics classroom teaching in junior high school; (1) provides the opportunity for classroom discourse. (2) using argumentation to ask questions about open problems (4) taking argumentation as the guide for evaluation.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.7

【參考文獻(xiàn)】

相關(guān)期刊論文 前8條

1 鐘啟泉;;“課堂話語分析”芻議[J];全球教育展望;2013年11期

2 任紅艷;李廣洲;;圖爾敏論證模型在科學(xué)教育中的研究進(jìn)展[J];外國中小學(xué)教育;2012年09期

3 何嘉媛;劉恩山;;論證式教學(xué)策略的發(fā)展及其在理科教學(xué)中的作用[J];生物學(xué)通報;2012年05期

4 潘瑤珍;;科學(xué)教育中的論證教學(xué)[J];全球教育展望;2011年02期

5 李麗華;譚素群;吳新華;;新手教師與專家教師課堂話語比較分析[J];中國教育學(xué)刊;2010年11期

6 王星喬;米廣春;;論證式教學(xué):科學(xué)探究教學(xué)的新圖景[J];中國教育學(xué)刊;2010年10期

7 孫杰;王運(yùn)武;趙興龍;;課堂話語分析初探[J];現(xiàn)代教育技術(shù);2010年09期

8 黃燕蘋;;論數(shù)學(xué)教師課堂話語的本質(zhì)特點(diǎn)[J];數(shù)學(xué)教育學(xué)報;2008年05期

相關(guān)博士學(xué)位論文 前1條

1 潘瑤珍;科學(xué)教育中的論證教學(xué)[D];華東師范大學(xué);2013年

相關(guān)碩士學(xué)位論文 前2條

1 陸思思;小學(xué)科學(xué)課堂中師生互動話語與學(xué)生論證的關(guān)系研究[D];華東師范大學(xué);2015年

2 田思語;在初中生物教學(xué)中開展論證式教學(xué)的案例研究[D];南京師范大學(xué);2015年

，

本文編號：1911486