新手教师与专家教师初中数学课堂话语的比较研究

发布时间：2018-03-02 14:51

本文选题：课堂话语　切入点：新手教师　出处：《南京师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：课堂话语是教师与学生交往互动的载体,是信息传递的重要途径,因此初中数学课堂的话语研究成为中学数学课堂研究的重点维度之一。处于不同教师专业发展阶段的教师在课堂话语方面有着各自的特点,存在差异。研究不同类型初中数学教师的课堂话语,可以为教师对课堂话语的认识提供一些参考。本文选取了专业发展中比较典型的两类教师：新手教师和专家教师各两名,研究他们的课堂话语。通过比较两类教师课堂话语的差异,给出原因分析。通过对四节样本课例的教学录像的分析,将其转换成文字实录,采用一些编码方法将所需分析的内容加以整理,利用Word和Excel相关软件进行统计分析,得出本研究的结论：1、新手教师的课堂话语量远远多于专家教师,师生话语量之比也存在较大差异；2、新手教师的课堂话语次数远远多于专家教师,师生话语次数之比差异不大；3、两类教师的课堂长话语机会均超过百分之六十五,差异不大；4、两类教师都重视教师与单个学生互动和教师与全班互动这两种互动方式,对于学生与学生的互动和教师与小组的互动,新手教师比专家教师更关注一些;5、两类教师的课堂话语互动内容上存在一定的差异；6、两类教师的课堂提问层次类型存在较大差异;7、两类教师课堂提问思考时间存在差异：8、两类教师的课堂反馈话语存在差异。
[Abstract]:Is the carrier of classroom discourse of teachers and students interaction, is an important way of information transmission, so the study of discourse of junior middle school mathematics classroom has become a key dimension of research on middle school mathematics classroom. At different stages of teachers' professional development of the teachers have their own characteristics, there are differences in classroom discourse. Different types of junior middle school mathematics classroom discourse teachers, can provide some reference for teachers' understanding of classroom discourse. This paper selects two typical teacher professional development of novice teachers and expert teachers: two, study of classroom discourse of them. By comparing the two kinds of teacher talk, give reason analysis. Through the analysis of four samples. The teaching video, convert it into the text, using some encoding methods will be required for the analysis of the content to be finishing, using Word and Excel software. For statistical analysis, the conclusions of this study: 1, the amount of novice teachers' classroom discourse is far more than the expert teacher, teacher talk ratio are quite different; 2, the number of novice teachers' classroom discourse is far more than the expert teachers, teachers and students of the ratio of the number of words had little difference; 3, two teachers of the classroom long discourse opportunities more than sixty-five percent, 4, two kinds of differences; teachers attach importance to teachers and students and teachers and the interaction of individual interaction of the two interactive way for interaction between students and students and teachers interact with group, teachers teach novice expert teachers pay more attention to some; 5, there are some differences between the two types of interactive content of classroom discourse teachers; 6, there is a big difference between the two types of teachers' classroom questioning level; 7, two kinds of teachers' classroom questioning thinking time difference: 8, two teachers of the classroom feedback discourse difference ISO.

【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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