本文選題：評(píng)價(jià)行為 + 武術(shù)教師　； 參考：《華東師范大學(xué)》2017年碩士論文

【摘要】：隨著社會(huì)的不斷發(fā)展,體育與健康課程作為中小學(xué)義務(wù)教育的重要課程,也被納入到了新課改的行列當(dāng)中,《義務(wù)教育體育與健康課程標(biāo)準(zhǔn)(2011年版)》頒布施行以后,體育與健康課程改革也將進(jìn)入了新的階段。有效實(shí)施課堂評(píng)價(jià)是教師提高教學(xué)質(zhì)量的重要途徑。隨著新課程改革的推進(jìn),教師的課堂評(píng)價(jià)行為現(xiàn)狀如何,怎樣評(píng)價(jià)教師的課堂評(píng)價(jià)行為,就成為一個(gè)有意義的問(wèn)題。本文在已有研究的基礎(chǔ)上,以中學(xué)武術(shù)教師為例,就如何科學(xué)的評(píng)價(jià)武術(shù)教師的課堂評(píng)價(jià)行為進(jìn)行了研究。本文通過(guò)文獻(xiàn)資料法,厘清了教師課堂評(píng)價(jià)行為的概念與框架。編制武術(shù)教師課堂評(píng)價(jià)行為觀察表。并通過(guò)個(gè)案研究法,觀察兩位教師的課堂評(píng)價(jià)行為,以發(fā)現(xiàn)不同職稱之間的兩位教師在評(píng)價(jià)行為本身、評(píng)價(jià)行為對(duì)象、評(píng)價(jià)行為情境、評(píng)價(jià)行為結(jié)果上的異同之處。最后得出的結(jié)論如下:1、得出武術(shù)教師課堂評(píng)價(jià)行為的概念與框架。武術(shù)教師課堂評(píng)價(jià)行為即:在武術(shù)課堂教學(xué)情景中,以促進(jìn)學(xué)生學(xué)習(xí)傳統(tǒng)武術(shù)文化內(nèi)涵,掌握武術(shù)動(dòng)作技能,增強(qiáng)身體健康,并管理學(xué)生課堂學(xué)習(xí)行為所采取的具有價(jià)值判斷的外顯的活動(dòng)方式。運(yùn)用文獻(xiàn)的梳理與歸納,將武術(shù)教師課堂評(píng)價(jià)行為一級(jí)指標(biāo)劃分為行為本身、.行為對(duì)象、行為環(huán)境、行為效果四個(gè)大類。將二級(jí)指標(biāo)劃分為言語(yǔ)評(píng)價(jià)行為、非言語(yǔ)評(píng)價(jià)標(biāo)準(zhǔn)、人物對(duì)象、內(nèi)容對(duì)象等8項(xiàng),將三級(jí)指標(biāo)劃分為音準(zhǔn)、音量、語(yǔ)速、音調(diào)等22項(xiàng)。2、制定出了武術(shù)教師課堂評(píng)價(jià)行為觀察表。3、通過(guò)個(gè)案研究法,得出了兩位教師課堂評(píng)價(jià)行為的異同之處。普通教師在音準(zhǔn)以及音量方面比較優(yōu)秀,高級(jí)教師在語(yǔ)速、語(yǔ)調(diào)方面的運(yùn)用比較突出。在評(píng)價(jià)對(duì)象的選擇上,普通教師傾向于對(duì)個(gè)體學(xué)生的評(píng)價(jià),而高級(jí)教師能夠兼顧個(gè)體、部分以及群體學(xué)生。在課堂中,高級(jí)教師善于使用肯定性的評(píng)價(jià)行為鼓勵(lì)學(xué)生,普通教師則更傾向于使用否定性的評(píng)價(jià)行為。從評(píng)價(jià)行為的效果來(lái)看,高級(jí)教師更能夠提高學(xué)生的認(rèn)知參與和運(yùn)動(dòng)知識(shí),而普通教師則善于調(diào)動(dòng)學(xué)生的情感參與。最后本文提出建議:武術(shù)教師在實(shí)施口頭語(yǔ)評(píng)價(jià)時(shí),要從多角度注重自身口語(yǔ)表達(dá)的質(zhì)量,在武術(shù)課堂教學(xué)中做到發(fā)音準(zhǔn)確,聲音響亮,語(yǔ)速快慢結(jié)合、語(yǔ)調(diào)升降搭配,保證突出評(píng)價(jià)的重點(diǎn)。教師需要時(shí)刻關(guān)注學(xué)生的武術(shù)知識(shí)與技能的學(xué)習(xí),并隨時(shí)對(duì)學(xué)生的學(xué)習(xí)狀態(tài)做出評(píng)價(jià),要通過(guò)口頭語(yǔ)與肢體語(yǔ)言相結(jié)合,使評(píng)價(jià)行為的效果更加明顯。同時(shí),合理使用空間距離能夠積極促進(jìn)教師的評(píng)價(jià)行為,使之更加有效。
[Abstract]:With the continuous development of society, as an important curriculum of compulsory education in primary and secondary schools, sports and health curriculum has also been included in the new curriculum reform. After the promulgation and implementation of the compulsory Education and Health Curriculum Standard (2011 edition), Physical education and health curriculum reform will also enter a new stage. Effective implementation of classroom evaluation is an important way for teachers to improve teaching quality. With the development of the new curriculum reform, it becomes a meaningful question how to evaluate the classroom evaluation behavior of teachers. On the basis of existing research, this paper studies how to scientifically evaluate Wushu teachers' classroom evaluation behavior by taking middle school Wushu teachers as an example. This paper clarifies the concept and framework of teacher's classroom evaluation by literature. To compile the observation table of Wushu teachers' classroom evaluation behavior. In order to find out the similarities and differences between the two teachers in the evaluation behavior itself, the evaluation behavior object, the evaluation behavior situation and the evaluation behavior result, the author observes the classroom evaluation behavior of the two teachers through the case study method. Finally, the conclusion is as follows: 1, the concept and framework of Wushu teachers' classroom evaluation behavior. In order to promote students to study the connotation of traditional Wushu culture, master Wushu action skills and enhance their health in Wushu classroom teaching, Wushu teachers' classroom evaluation behavior, And manage the students' classroom learning behavior with the value judgment of explicit activities. By combing and summing up the literature, this paper classifies the first grade index of Wushu teachers' classroom evaluation into behavior itself. There are four categories: behavior object, behavior environment and behavior effect. The secondary index is divided into speech evaluation act, non-verbal evaluation standard, character object, content object and so on, and the third grade index is divided into sound, volume, speech speed, etc. In this paper, 22 items, such as tone. 2, have been worked out, and the observation table of Wushu teachers' classroom evaluation behavior has been established. The similarities and differences of the two teachers' classroom evaluation behaviors have been obtained by case study. Ordinary teachers are excellent in tone and volume, and senior teachers are outstanding in speaking speed and intonation. In the choice of evaluation objects, ordinary teachers tend to evaluate individual students, while senior teachers can give consideration to individual, part and group students. In the classroom, senior teachers are good at encouraging students with positive evaluation behavior, while ordinary teachers tend to use negative evaluation behavior. From the evaluation of the effect of behavior, senior teachers can improve students' cognitive participation and sports knowledge, while ordinary teachers are good at mobilizing students' emotional participation. Finally, this paper puts forward some suggestions: Wushu teachers should pay attention to the quality of their oral expression from many angles when implementing the evaluation of oral language, and achieve accurate pronunciation, loud voice, combination of speed, speed and speed, and intonation in Wushu classroom teaching, and the intonation should be adjusted up and down. Make sure to highlight the focus of the evaluation. Teachers need to pay close attention to the learning of students' martial arts knowledge and skills, and evaluate the students' learning status at any time. Through the combination of oral language and body language, the effect of evaluation behavior is more obvious. At the same time, reasonable use of space distance can actively promote teachers' evaluation behavior and make it more effective.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.96

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