【摘要】：本文以課堂教學(xué)語(yǔ)言為切入點(diǎn),以同課異構(gòu)為例,對(duì)中學(xué)化學(xué)新手型教師和專(zhuān)家型教師的教學(xué)語(yǔ)言進(jìn)行比較研究,以期能得出二者差異,并提出相關(guān)的可行性建議。筆者以教學(xué)語(yǔ)言為研究主線,對(duì)歷年已完成的研究文獻(xiàn)進(jìn)行檢索,通過(guò)對(duì)國(guó)內(nèi)外相關(guān)文獻(xiàn)的梳理和分析總結(jié),發(fā)現(xiàn)關(guān)于教學(xué)語(yǔ)言的研究主要分為兩個(gè)方面,一方面是定性研究,主要是總結(jié)教學(xué)語(yǔ)言特點(diǎn)以及對(duì)教學(xué)語(yǔ)言提出要求。另一方面是定量研究,國(guó)內(nèi)學(xué)者從國(guó)外引進(jìn)先進(jìn)的研究工具進(jìn)行量化研究,也有學(xué)者結(jié)合我國(guó)基本國(guó)情和教學(xué)現(xiàn)狀,改進(jìn)國(guó)外研究工具以及開(kāi)發(fā)新的研究工具。本文在眾多研究方法中,結(jié)合自身研究需求,提出了以弗蘭德斯互動(dòng)分析系統(tǒng)為主,以S-T研究法為輔的研究方法,具體分析了4個(gè)同課異構(gòu)課例,共計(jì)12節(jié)常規(guī)課,分別從課堂情感氛圍、教學(xué)風(fēng)格和傾向、課堂語(yǔ)言結(jié)構(gòu)等方面進(jìn)行詳盡比較,以期能得出化學(xué)專(zhuān)家型教師和新手型教師在教學(xué)語(yǔ)言方面的差距,并提出相關(guān)建議,促進(jìn)新手型教師的成長(zhǎng)。本文主要是由三個(gè)部分組成,分別是引言、正文和結(jié)語(yǔ)。第一部分(第1章)為引言部分。本文從教師結(jié)構(gòu)現(xiàn)狀出發(fā),結(jié)合近年國(guó)家頒布的深化教育改革的相關(guān)文件,對(duì)專(zhuān)家型教師和新手型教師比較研究的背景和意義進(jìn)行了說(shuō)明,然后對(duì)所要研究的樣本進(jìn)行了詳盡的說(shuō)明。第二部分(第2-4章)為正文部分第2章為理論基礎(chǔ)概述,從理論角度出發(fā),分別界定了專(zhuān)家型教師、新手型教師、語(yǔ)言、教學(xué)語(yǔ)言等相關(guān)概念,并對(duì)國(guó)內(nèi)外就教學(xué)語(yǔ)言相關(guān)文獻(xiàn)進(jìn)行了梳理總結(jié)；然后對(duì)弗蘭德斯互動(dòng)分析系統(tǒng)和S-T研究法進(jìn)行了詳細(xì)的說(shuō)明。第3章為數(shù)據(jù)處理部分,對(duì)所錄的12節(jié)常規(guī)課視頻進(jìn)行處理,記錄每節(jié)課的互動(dòng)分析編碼以及課堂發(fā)生的主要事件,然后從情感氛圍、教學(xué)風(fēng)格和傾向、語(yǔ)言結(jié)構(gòu)、是否符合新課程理念等方面進(jìn)行比較,得出每節(jié)課例的比較結(jié)論。第4章為研究結(jié)論和建議,結(jié)合已分析的4節(jié)課例,得出新手型教師和專(zhuān)家型教師在教學(xué)語(yǔ)言方面的差異；之后再提出相關(guān)性策略和可行性建議,使得新手型教師盡快提高自身教學(xué)能力,不斷向?qū)＜倚徒處熆拷蛔詈缶捅疚牡难芯坎蛔阒庍M(jìn)行說(shuō)明。第三部分(第5章)結(jié)語(yǔ)。
[Abstract]:Taking the classroom teaching language as the breakthrough point and taking the isomerism of the same class as an example, this paper makes a comparative study of the teaching languages of the novice and expert teachers of chemistry in middle schools, in order to obtain the difference between the two and put forward some feasible suggestions. The author takes the teaching language as the main line of study, retrieves the research literature that has been completed over the years, through combing and analyzing the relevant literature at home and abroad, finds that the research on teaching language is mainly divided into two aspects, on the one hand, qualitative research. It mainly summarizes the characteristics of teaching language and puts forward requirements for teaching language. On the other hand, it is quantitative research. Domestic scholars introduce advanced research tools from abroad to carry out quantitative research, and some scholars improve foreign research tools and develop new research tools according to the basic conditions of our country and the present situation of teaching. In this paper, according to the needs of our own research, we put forward the research method which is based on Flanders interactive analysis system and supplemented by S-T research method. Four examples of isomerism courses in the same class are analyzed in detail, which total 12 regular courses. From the classroom emotional atmosphere, teaching style and tendency, classroom language structure and other aspects of a detailed comparison, in order to find out the chemistry expert teachers and novice teachers in the teaching language gap, and put forward relevant recommendations. Promote the growth of novice teachers. This article is mainly composed of three parts, respectively, the introduction, the text and the conclusion. The first part (Chapter 1) is the introduction. Based on the present situation of teacher structure and the relevant documents issued by the state in recent years to deepen the educational reform, this paper explains the background and significance of the comparative study of expert teachers and novice teachers. Then the sample to be studied is explained in detail. The second part (Chapter 2-4) is the main body part 2 chapter 2 is the theoretical foundation summary, from the theory angle, has defined the expert teacher, the novice teacher, the language, the teaching language and so on related concepts, respectively, And the literature on teaching language at home and abroad is summarized. Then the Flanders interactive analysis system and S-T research method are described in detail. Chapter 3 is the data processing part, which processes the 12 regular lesson videos, records the interactive analysis coding of each lesson and the main events in the classroom, and then from the emotional atmosphere, teaching style and tendency, language structure. Whether it is in line with the concept of the new curriculum and other aspects of comparison, draw a comparative conclusion of each lesson. The fourth chapter is the conclusion and suggestion of the research, combined with the analysis of the four lesson examples, the differences between novice and expert teachers in the teaching language; Then put forward the relevant strategies and feasibility suggestions, so that the novice teachers can improve their teaching ability as soon as possible, and continue to close to the expert teachers; finally, the deficiencies of this study are explained. The third part (Chapter 5) conclusion.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.8

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 肖映雪;論中小學(xué)專(zhuān)家型教師的基本特征與培養(yǎng)[J];西南師范大學(xué)學(xué)報(bào)(人文社會(huì)科學(xué)版);2001年03期

2 劉巖;論專(zhuān)家型教師的素質(zhì)及培養(yǎng)[J];鞍山師范學(xué)院學(xué)報(bào);2001年01期

3 金春蘭;以教育科研為動(dòng)力 加速向?qū)＜倚徒處熮D(zhuǎn)變[J];黑龍江教育;2001年12期

4 崔允o7;走向?qū)＜倚徒處焄J];人民教育;2002年06期

5 李光;談專(zhuān)家型教師的素質(zhì)及培養(yǎng)[J];中國(guó)成人教育;2002年03期

6 侯?lèi)?ài)民;研究性學(xué)習(xí)與專(zhuān)家型教師[J];北方經(jīng)貿(mào);2002年08期

7 陳翠榮;對(duì)培養(yǎng)專(zhuān)家型教師的思考[J];集美大學(xué)學(xué)報(bào)(教育科學(xué)版);2002年04期

8 宋廣文,都榮勝;專(zhuān)家型教師的研究及其對(duì)教師成長(zhǎng)的啟示[J];當(dāng)代教育科學(xué);2003年01期

9 吳義昌;中美專(zhuān)家型教師標(biāo)準(zhǔn)及比較[J];教育科學(xué)研究;2003年03期

10 吳指揮;培養(yǎng)專(zhuān)家型教師促進(jìn)專(zhuān)業(yè)化發(fā)展[J];寧波大學(xué)學(xué)報(bào)(教育科學(xué)版);2003年04期

相關(guān)會(huì)議論文 前3條

1 王毓s，

本文編號(hào)：2430024