中学教师课堂非言语行为的研究

发布时间：2018-05-02 12:17

本文选题：教师非言语行为 + 实施现状　；参考：《陕西师范大学》2015年硕士论文

【摘要】：长期以来,人们一直将教师广博的知识储备、良好的教育机智以及高超的言语表达能力作为评价教师综合素养的标准。却忽视了作为传递知识的载体——教师的非言语行为在课堂教学过程中所起的重要作用。它不仅直接影响教育教学活动的效果,而且对学生的情感、态度、价值观的塑造有着潜移默化的作用。教师一个鼓励的眼神,一个肯定的微笑,一个关怀的拥抱,都会对学生的情绪和情感产生积极的影响。然而,在现实的教育教学实践中,作为教学的辅助手段,非言语行为却成为教师无意识的、随意性的、习惯化的一种行为。多数教师并没有认识到非言语行为对课堂教学所起到的效果。因此,本研究以新疆农十二师某中学某班的教师和学生为研究对象,通过课堂观察和深度访谈,分析了当前教师课堂非言语行为运用的现状和所存在的问题。在此基础上,提出了优化教师的课堂非言语行为的有效策略。本研究共分为四个部分。第一章引言,阐明了教师课堂非言语行为研究的意义,国内外相关研究综述以及研究的思路和方法。第二章对教师课堂非言语行为的理论基础、表现形式、功能、以及运用原则做了相关阐释。第三章对中学教师课堂非言语行为的运用现状进行了调查研究,通过课堂观察和访谈法,发现教师对非言语行为的认知和运用上存在亟待解决的问题,主要表现在运用的单一化、体调性动作运用的消极作用、以及使用不协调三个方面。并对问题从教师自身和外部两个方面作了归因分析。在此基础上,笔者在文章的第四部分提出了改善教师非言语行为的行之有效策略。
[Abstract]:For a long time, teachers' extensive knowledge reserve, good educational wit and excellent verbal expression ability have been regarded as the criteria for evaluating teachers' comprehensive literacy. However, teachers' nonverbal behavior, as a carrier of knowledge, plays an important role in classroom teaching. It not only directly affects the effect of educational activities, but also plays an imperceptible role in shaping students' emotion, attitude and values. An encouraging look, a positive smile, and a caring hug all have a positive effect on students' emotions and emotions. However, in the practical teaching practice, as an auxiliary means of teaching, non-verbal behavior has become a kind of behavior of teachers' unconscious, random and habitual. Most teachers do not realize the effect of nonverbal behavior on classroom teaching. Therefore, this study takes the teachers and students of a middle school in Xinjiang Agricultural No. 12 Division as the research object, through classroom observation and in-depth interviews, analyzes the current situation and existing problems of teachers' classroom non-verbal behavior. On this basis, the paper puts forward effective strategies to optimize teachers' classroom non-verbal behavior. This study is divided into four parts. The first chapter introduces the significance of the study of teachers' nonverbal acts in classroom, the summary of relevant researches at home and abroad, and the research ideas and methods. The second chapter explains the theoretical basis, manifestation, function and application principle of teacher's nonverbal behavior in class. The third chapter investigates the current situation of teachers' application of non-verbal behavior in classroom. Through classroom observation and interview, we find that there are some problems to be solved in teachers' cognition and application of non-verbal behavior. It is mainly manifested in three aspects: single use, negative effect of tonality, and incoordination of use. And the problem from the teachers themselves and external two aspects of attribution analysis. On this basis, the author puts forward some effective strategies to improve teachers' non-verbal behavior in the fourth part of the article.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G632.4

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