高中語文新手教師課堂理答行為的研究
發(fā)布時(shí)間：2018-12-15 01:35
【摘要】：在過去很長一段時(shí)間里,在課堂問答環(huán)節(jié)中,教師將教學(xué)的主要精力集中在提問部分,關(guān)注的是問題的結(jié)構(gòu)性設(shè)置,忽視了理答過程的合理性和有效性,尤其是能力與經(jīng)驗(yàn)都略微欠缺的新手教師,面對(duì)瞬息萬變的教學(xué)情境往往束手無策。隨著改革的深入,課堂理答逐漸受到關(guān)注,關(guān)于課堂理答的困惑和訴求被提到臺(tái)面上,一場關(guān)于促進(jìn)學(xué)生發(fā)展的課堂理答改革也隨之風(fēng)生水起。課堂理答是師生以問題為起點(diǎn)進(jìn)行雙向交流的過程,最終指向?qū)W生的學(xué)習(xí)和發(fā)展。本研究以高中語文新手教師為研究對(duì)象,以課堂理答為研究主題,一方面從學(xué)理上探討其理論蘊(yùn)含,另一方面從實(shí)踐上尋求現(xiàn)實(shí)訴求。本研究從以下方面展開:第一,高中語文新手教師課堂理答行為的相關(guān)概述。首先對(duì)課堂理答行為及高中語文新手教師進(jìn)行概念的界定,重點(diǎn)辨析了課堂理答與課堂評(píng)價(jià)、教學(xué)反饋之間的聯(lián)系和區(qū)別。其次,從理答方式的多樣化、理答內(nèi)容真實(shí)準(zhǔn)確、理答語言啟發(fā)引導(dǎo)、理答標(biāo)準(zhǔn)靈活多重幾個(gè)方面的形態(tài)與特征分別作了相關(guān)闡述。最后,基于以上兩個(gè)方面的內(nèi)容,指出了高中語文新手教師課堂理答行為的理論基礎(chǔ),包括強(qiáng)化動(dòng)機(jī)理論、學(xué)習(xí)-反饋理論、師生互動(dòng)交往理論和教師專業(yè)發(fā)展階段理論。第二,高中語文新手教師課堂理答現(xiàn)狀的調(diào)查。在這一部分,為了了解高中語文新手教師課堂理答的實(shí)際狀況,本研究進(jìn)行了合理的問卷、訪談設(shè)計(jì),并通過親身的調(diào)查及數(shù)據(jù)整理分析,從課堂理答認(rèn)知情況、課堂理答實(shí)施情況和課堂理答的感受及訴求三個(gè)方面進(jìn)行數(shù)據(jù)結(jié)果的呈現(xiàn),發(fā)現(xiàn)高中語文新手教師在課堂理答中存在理答認(rèn)知程度不高、理答預(yù)設(shè)不充分、理答語言簡薄、處理問題靈活度不夠等問題。第三,高中語文新手教師課堂理答的優(yōu)化路徑。首先闡述了課堂理答過程中應(yīng)重視的實(shí)踐要素,包括傾聽與鑒別、理答內(nèi)容充實(shí)、理答及時(shí)準(zhǔn)確、探索可再生的理答結(jié)果。其次,基于之前的問卷調(diào)查分析,從教師、學(xué)生、課堂三個(gè)維度探討了高中語文新手教師課堂理答的影響因素。最后,基于課堂理答的理念、特點(diǎn)、實(shí)踐要素、影響因素,本研究試圖開辟一條高中語文新手教師課堂理答的優(yōu)化路徑,具體內(nèi)容涵蓋提高理答意識(shí)、做好理答預(yù)設(shè)、合理運(yùn)用理答策略、錘煉理答語言、進(jìn)行理答反思和研究、建立理答保障機(jī)制等幾個(gè)方面,為新手教師甚至非新手教師提供一定的參照和借鑒。綜上所述,本文以理論與實(shí)踐為基奠,以促進(jìn)學(xué)生發(fā)展和教師成長為目標(biāo),從實(shí)踐要素、實(shí)踐策略、實(shí)踐保障三個(gè)方面構(gòu)建出一套高中語文新手教師適用的理答優(yōu)化體系,形成對(duì)課堂理答清晰完整的概念,解決高中語文新手教師在理答的認(rèn)知領(lǐng)域、情感領(lǐng)域以及動(dòng)作技能領(lǐng)域的產(chǎn)生的諸多問題。
[Abstract]:For a long time in the past, during the question-and-answer session in the classroom, teachers focused their teaching efforts on the question section, focusing on the structural setting of the question and neglecting the rationality and effectiveness of the process of answering questions. In particular, novice teachers, who have a slight lack of ability and experience, are often unable to cope with the ever-changing teaching situation. With the deepening of the reform, the classroom theory answer gradually received attention, the confusion and demand of the classroom theory answer was raised on the table, and a classroom theory answer reform about promoting the development of the students was also brought up with the wind and water. Classroom answer is a process in which teachers and students communicate with each other with questions as the starting point, and finally point to the students' learning and development. This study takes the novice teachers of high school Chinese as the research object and takes the classroom answer as the research topic. On the one hand, it discusses its theoretical implication from the academic point of view, on the other hand, it seeks the realistic demand from the practice. This study is carried out from the following aspects: first, a summary of classroom answering behavior of novice Chinese teachers in senior high school. Firstly, it defines the concept of classroom answering behavior and Chinese novice teachers in senior high school, and analyzes the relationship and difference between classroom answering, classroom evaluation and teaching feedback. Secondly, from the diversification of the way of answering, the content of the answer is true and accurate, the language of reasoning guide, the standard of flexible and multiple aspects of the form and characteristics of the relevant elaboration. Finally, based on the above two aspects, this paper points out the theoretical basis of classroom answering behavior of novice Chinese teachers in senior high school, including reinforcement motivation theory, learning-feedback theory, teacher-student interaction theory and teacher professional development stage theory. Second, high school Chinese novice teacher classroom answer the investigation of the present situation. In this part, in order to understand the actual situation of classroom answering for novice Chinese teachers in senior high school, this study carries out a reasonable questionnaire, interview design, and through personal investigation and data analysis, from the classroom answering cognitive situation. The data result is presented from three aspects: the implementation of classroom answer and the feeling and demand of classroom answer. It is found that the teachers of Chinese novice in senior high school have low cognitive level, inadequate presupposition and simple language. The problem is not flexible enough to deal with the problem. Third, the high school Chinese novice teacher classroom answer optimization path. First, the paper expounds the practical elements that should be paid attention to in the course of classroom answering, including listening and identifying, enriching the content of the answer, timely and accurate answer, and exploring the renewable answer results. Secondly, based on the previous questionnaire analysis, this paper discusses the influencing factors of classroom answers of Chinese novice teachers in senior high school from three dimensions: teacher, student and classroom. Finally, based on the concept, characteristics, practical elements and influencing factors of classroom answering, this study attempts to open up an optimized path for novice Chinese teachers in senior high school. In order to provide some reference and reference for novice teachers and even non-novice teachers, rational use of rational answer strategy, practice of rational answer language, reflection and research on rational answer, and establishment of the mechanism of rational answer protection are discussed in this paper. To sum up, this paper, based on theory and practice, aims at promoting students' development and teachers' growth, and constructs a set of rational answer optimization system for novice Chinese teachers in senior high school from three aspects: practical elements, practical strategies and practical guarantees. To form a clear and complete concept of the classroom answer, to solve the problems of the novice teachers in the cognitive field, emotional field and movement skills field of senior high school Chinese teachers.
【學(xué)位授予單位】：廣西師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.3
本文編號(hào)：2379704
[Abstract]:For a long time in the past, during the question-and-answer session in the classroom, teachers focused their teaching efforts on the question section, focusing on the structural setting of the question and neglecting the rationality and effectiveness of the process of answering questions. In particular, novice teachers, who have a slight lack of ability and experience, are often unable to cope with the ever-changing teaching situation. With the deepening of the reform, the classroom theory answer gradually received attention, the confusion and demand of the classroom theory answer was raised on the table, and a classroom theory answer reform about promoting the development of the students was also brought up with the wind and water. Classroom answer is a process in which teachers and students communicate with each other with questions as the starting point, and finally point to the students' learning and development. This study takes the novice teachers of high school Chinese as the research object and takes the classroom answer as the research topic. On the one hand, it discusses its theoretical implication from the academic point of view, on the other hand, it seeks the realistic demand from the practice. This study is carried out from the following aspects: first, a summary of classroom answering behavior of novice Chinese teachers in senior high school. Firstly, it defines the concept of classroom answering behavior and Chinese novice teachers in senior high school, and analyzes the relationship and difference between classroom answering, classroom evaluation and teaching feedback. Secondly, from the diversification of the way of answering, the content of the answer is true and accurate, the language of reasoning guide, the standard of flexible and multiple aspects of the form and characteristics of the relevant elaboration. Finally, based on the above two aspects, this paper points out the theoretical basis of classroom answering behavior of novice Chinese teachers in senior high school, including reinforcement motivation theory, learning-feedback theory, teacher-student interaction theory and teacher professional development stage theory. Second, high school Chinese novice teacher classroom answer the investigation of the present situation. In this part, in order to understand the actual situation of classroom answering for novice Chinese teachers in senior high school, this study carries out a reasonable questionnaire, interview design, and through personal investigation and data analysis, from the classroom answering cognitive situation. The data result is presented from three aspects: the implementation of classroom answer and the feeling and demand of classroom answer. It is found that the teachers of Chinese novice in senior high school have low cognitive level, inadequate presupposition and simple language. The problem is not flexible enough to deal with the problem. Third, the high school Chinese novice teacher classroom answer optimization path. First, the paper expounds the practical elements that should be paid attention to in the course of classroom answering, including listening and identifying, enriching the content of the answer, timely and accurate answer, and exploring the renewable answer results. Secondly, based on the previous questionnaire analysis, this paper discusses the influencing factors of classroom answers of Chinese novice teachers in senior high school from three dimensions: teacher, student and classroom. Finally, based on the concept, characteristics, practical elements and influencing factors of classroom answering, this study attempts to open up an optimized path for novice Chinese teachers in senior high school. In order to provide some reference and reference for novice teachers and even non-novice teachers, rational use of rational answer strategy, practice of rational answer language, reflection and research on rational answer, and establishment of the mechanism of rational answer protection are discussed in this paper. To sum up, this paper, based on theory and practice, aims at promoting students' development and teachers' growth, and constructs a set of rational answer optimization system for novice Chinese teachers in senior high school from three aspects: practical elements, practical strategies and practical guarantees. To form a clear and complete concept of the classroom answer, to solve the problems of the novice teachers in the cognitive field, emotional field and movement skills field of senior high school Chinese teachers.
【學(xué)位授予單位】：廣西師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.3
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