本文選題：課堂話語 + 新手教師�。� 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：過程性研究的即時(shí)性,能第一時(shí)間對(duì)教師的教學(xué)進(jìn)行評(píng)估。而課堂話語是教師與學(xué)生之間信息傳達(dá)的載體,是教學(xué)互動(dòng)的重要途徑,因此初中數(shù)學(xué)的話語研究成為展示教師的素質(zhì)和教學(xué)藝術(shù)風(fēng)格的外在表現(xiàn)。教師運(yùn)用恰當(dāng)?shù)脑捳Z,能激發(fā)學(xué)生的學(xué)習(xí)好奇心和求知欲。因此研究處于專業(yè)發(fā)展不同階段的初中數(shù)學(xué)教師的課堂話語,能夠?yàn)槌踔袛?shù)學(xué)課堂教學(xué)的過程性評(píng)價(jià)給予即時(shí)的指導(dǎo)意義,也具有深遠(yuǎn)的教育影響。本文選取了四位教師專業(yè)發(fā)展中比較典型的兩類教師:兩位新手教師和兩位專家教師,主要研究他們的課堂話語。通過比較兩類教師課堂話語的差異,給出原因分析。通過對(duì)四節(jié)樣本課例的教學(xué)錄像的分析,將其轉(zhuǎn)換成文字實(shí)錄,編碼整理,課堂話語機(jī)會(huì)方面利用Word和Excel相關(guān)軟件進(jìn)行統(tǒng)計(jì)分析;另將課堂話語互動(dòng)的內(nèi)容加以整理,根據(jù)美國(guó)教育評(píng)價(jià)標(biāo)準(zhǔn)(IQA)進(jìn)行評(píng)分,綜合分析,得出本研究的結(jié)論:1、在話語量方面,新手教師的課堂話語絕對(duì)量、長(zhǎng)話語次數(shù)遠(yuǎn)遠(yuǎn)多于專家教師,而兩者的師生話語次數(shù)之比差異不大;2、兩類教師都重視數(shù)學(xué)任務(wù)性(TP),專家教師比新手教師更關(guān)注一些;3、分析全班討論中的學(xué)術(shù)嚴(yán)謹(jǐn)性(ARD),并對(duì)兩類教師課堂提問(TA)的問題層次類型和預(yù)留的思考時(shí)間量化研究,表明存在相當(dāng)大的差異;4、兩類教師的課堂兩類教師課堂學(xué)生交流(SL)和兩類教師“學(xué)生已知的”(SP)上存在一定的差異,專家教師比新手教師更注重利用“最近發(fā)展區(qū)”理論進(jìn)行教學(xué),并在此基礎(chǔ)上提出相關(guān)建議。
[Abstract]:The immediacy of process research can assess teachers' teaching in the first place. Classroom discourse is the carrier of information transmission between teachers and students and an important way of teaching interaction. Therefore, the discourse study of junior high school mathematics has become an external expression of teachers' quality and teaching art style. The use of appropriate words by teachers can stimulate students' learning curiosity and curiosity. Therefore, the study on the classroom discourse of junior high school mathematics teachers in different stages of professional development can give immediate guidance for the process evaluation of junior high school mathematics classroom teaching, and also have far-reaching educational impact. This paper selects two typical teachers in the professional development of teachers: two novice teachers and two expert teachers to study their classroom discourse. By comparing the differences between the two types of teachers' classroom discourse, this paper gives the analysis of the reasons. Through the analysis of the teaching video of the four sample lesson examples, it can be transformed into the text record, the coding arrangement, the classroom discourse opportunity aspect carries on the statistical analysis by using the word and the Excel correlation software; in addition, the classroom discourse interaction content carries on the arrangement, According to the American Educational Evaluation Standard (IQA), the author makes a comprehensive analysis and draws the conclusion of this study: in terms of discourse quantity, novice teachers have far more long words than expert teachers in terms of the absolute quantity of classroom discourse, and the number of long words is much higher than that of expert teachers. However, there is no significant difference in the ratio of the number of teacher to student utterances between them. Both types of teachers attach importance to the task of mathematics (TP). The expert teachers pay more attention to the academic rigour (ARD) of the whole class discussion than the novice teachers, and ask questions (TA) to the two types of teachers in the classroom. A quantitative study of the types of problem levels and the time reserved for thinking, The results show that there are some differences between the two types of teachers in classroom students' communication (SL) and the two types of teachers'"known students" (SP). Expert teachers pay more attention to teaching by using the theory of "proximal development area" than novice teachers, and put forward relevant suggestions on this basis.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6

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本文編號(hào)：2050805