高中地理新手—专家型教师课堂师生互动比较研究

发布时间：2017-12-31 10:43

本文关键词：高中地理新手—专家型教师课堂师生互动比较研究　出处：《江西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：新手型教师在教学技能、课堂管理等方面经验不足,影响教学效率。为了提高教学效率,壮大师资力量,新手型教师需尽快转变为专家型教师。本论文以课堂师生互动为切入点,分析探讨高中地理新手型教师与专家型教师的互动差异,发现新手型教师课堂师生互动的不足,提炼专家型教师课堂师生互动的精妙之处,从而给新手型教师的教育教学提供借鉴,提高他们的教学的技能,促进其尽快向专家型教师转变。本研究对相关研究文献进行了整理和总结,了解国内外关于专家型教师和新手型教师及课堂师生互动的相关理论研究和实证研究成果;在坚实的理论基础上,本研究采取问卷调查和课堂观察等研究方式,分析高种地理新手型教师和专家型教师课堂师生互动方面差异。本研究表明:(1)课前准备。高中地理专家型教师课前师生互动准备充分,并能根据课堂具体实情做出适当调整,能够充分考虑到学生的学情。高中地理新手型教师课前对于课堂互动的设计过于死板,其课堂师生互动的设计易忽视学生学情。(2)课堂师生互动的生成与实施。高中地理专家型教师在组织课堂师生互动时能够落实学生主体地位,考虑学生学情,适时对互动情况进行反馈,并能引导学生进行自我修正;其在课堂上注重与学生进行积极情感交流,并能与学生保持融洽、相互尊重的师生关系。高中地理新手型教师组织课堂互动时,容易拘泥于教案,忽视学生学情,并且不能很好的引导学生进行自我修正;其在课堂上有时会对学生产生批评、苛责甚至惩罚等消极的情感。(3)教师课后对课堂师生互动实施状况的反思。高中地理专家型教师课后能够通过不断的教学反思,发现并分析解决课堂师生互动方面的问题,从而提高其互动效率。高中地理新手型教师课后对其课堂互动情况的反思意识较弱。本论文旨在通过对高中地理专家型教师与新手型教师课堂师生互动的差异研究,提出提高高中地理新手型教师课堂师生互动效率的策略。
[Abstract]:The novice teachers in teaching skills, classroom management and other aspects of the lack of experience, affects the teaching efficiency. In order to improve the teaching efficiency, strengthen teachers strength, novice teachers need to change as soon as possible for expert teachers. In this paper, the classroom teacher-student interaction as the breakthrough point, analysis of the interaction of high school geography between novice teachers and expert teachers. Lack of teacher-student interaction in the classroom of novice teachers, expert teachers and students refine the subtleties of classroom interaction, and to the teaching of novice teachers to provide reference, improve their teaching skills, promote the teachers to expert change as soon as possible. In this study, it summarizes the relevant research literature at home and abroad, to understand expert teachers and novice teachers and classroom teacher-student interaction in the relevant theoretical and empirical research; based on solid theory, this research adopts the questionnaire And classroom observation and other research methods, analysis of high teacher geography novice teachers and expert teachers classroom interaction differences. This study shows that: (1) preparation before the class. The expert geography teachers before class interaction between teachers and students to the full, and can make appropriate adjustments according to the specific facts of the classroom, can give full consideration to the students' learning high school geography. The novice teachers before class design for classroom interaction is too rigid, the teacher-student interaction design easy to ignore the students learning situation. (2) the formation and implementation of the teacher-student interaction. The expert geography teachers to implement the principal role of students in teacher-student interactive classroom organization, consider students timely the interaction of feedback, and guide students to self correct; it pays attention to positive emotional communication with students in the classroom, and can maintain rapport with students, teachers and students relations of mutual respect and senior high school. Geography novice teachers to organize classroom interaction, easy to adhere to the teaching plan, ignoring students' learning situation, and not very good to guide students to self correct it; sometimes in the classroom for students to produce criticism, blame and even punishment negative emotions. (3) after the reflection of teacher class interaction between teachers and students on the implementation status. The expert geography teachers class through continuous teaching reflection, discovery and analysis to solve the teacher-student interaction problems, so as to improve the efficiency of interaction. The high school geography novice teachers class on the classroom interaction reflection consciousness is weak. This paper aims to study the difference of interaction between teachers and students in high school geography expert teacher and novice teachers in the classroom, teachers and students to improve the high school geography novice teachers classroom interaction efficiency strategy.

【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

【参考文献】