中学课堂管理中的情感策略运用研究

发布时间：2018-03-05 23:15

本文选题：课堂　切入点：课堂管理　出处：《四川师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：在中学阶段,课堂管理对课堂教学来说至关重要。可是,长期以来,受应试教育的影响,在中学课堂管理中,许多教师仅仅局限于对课堂的纪律管理和对学生的不当课堂行为的粗暴干预和直接制止,而没有依据青少年的身心发展规律以及个体心理状况波动的特殊性来组织教学和管理课堂。因此,运用情感策略来实施课堂管理的方法对于促进课堂教学来说事半功倍。但是,以往的研究对如何在中学课堂管理中运用情感策略的涉猎比较少,理论支持也比较少,对实践缺乏足够的理论指导。因此,对中学课堂管理中的情感策略的研究,有助于丰富已知理论,有助于优化教师和学生之间的关系,也有助于为提高中学课堂管理和教学效率提供一些实践经验。笔者以L市A中学D班为主要调查对象发放了问卷调查,并随机访谈了五名教师,目的为了了解学生的基本课堂情况和教师在课堂管理中情感策略运用情况。通过调查发现:在课堂上,学生的不当行为或违纪行为比较普遍,个别学生课堂上情绪波动较大,叛逆心重。由此,笔者从学生,教师和家庭等三个方面分析了课堂不当行为形成的原因,提出了在中学课堂管理中情感策略运用的具体措施,并将这一理论结合D班实际情况进行研究实践。经过近两年的跟踪观察,德阳中学A中学D班大部分学生在课堂上的违纪现象逐步减少,学习成绩和课堂行为习惯有了明显的进步;同时,在课堂管理上运用情感策略,恰当地引导并帮助学生释放了不良情绪,从心理根本上帮助学生度过情感危机、关系危机、信心危机等,让师生双方,课堂管理和课堂教学两方面在和谐的教学气氛中相互促进并使教育双方产生积极的情感体验,从而提高了课堂管理效率并增强了课堂教学效果。
[Abstract]:In the middle school stage, classroom management is very important to the classroom teaching. However, for a long time, under the influence of examination-oriented education, in the middle school classroom management, Many teachers are confined only to disciplinary management in the classroom and to the violent intervention and direct suppression of students' improper classroom behaviour. Therefore, the method of applying affective strategies to implement classroom management is of great benefit to promote classroom teaching, but it is not based on the law of adolescent's physical and mental development and the particularity of individual mental state fluctuation. However, the method of applying affective strategies to implement classroom management is of great benefit to the promotion of classroom teaching. Previous studies on how to use affective strategies in middle school classroom management are less, less theoretical support, and lack of sufficient theoretical guidance to practice. Therefore, the study of affective strategies in middle school classroom management, Help enrich known theories, help optimize the relationship between teachers and students, It is also helpful to provide some practical experience for improving the classroom management and teaching efficiency in middle schools. The author, taking Class D of A Middle School in L City as the main object of investigation, distributed a questionnaire survey, and interviewed five teachers at random. Objective to understand the basic classroom situation of students and the application of teachers' affective strategies in classroom management. Therefore, the author analyzes the reasons for the formation of classroom misconduct from three aspects: students, teachers and families, and puts forward some concrete measures for the application of emotional strategies in middle school classroom management. This theory is combined with the actual situation of Class D. after nearly two years of follow-up and observation, most of the students in Class D of Deyang Middle School in A Middle School have gradually reduced the phenomenon of violating discipline in the classroom. At the same time, the use of emotional strategies in classroom management, properly guiding and helping students to release bad emotions, psychologically fundamentally help students through emotional crisis, relationship crisis. The confidence crisis makes both teachers and students, classroom management and classroom teaching promote each other in a harmonious teaching atmosphere and make both sides have positive emotional experience, thus improving the efficiency of classroom management and enhancing the classroom teaching effect.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G632.4

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