高中信息技术课堂理答行为分析

发布时间：2018-05-27 18:32

本文选题：理答 + 高中信息技术课堂　；参考：《扬州大学》2015年硕士论文

【摘要】：理答是指教师针对学生回答问题后的反应与处理,是课堂问答的重要组成部分。教师课堂理答不仅能够发展学生的思维和认知,还能够形成积极良好的课堂文化,形成民主平等的课堂氛围,这样的氛围又可以反作用于学生,促进学生的学习。理答对于学生的学习、教师的成长和课堂文化的生成具有不可低估的价值。而当前针对课堂理答特别是高中信息技术课堂理答的研究依然不足,难以满足实践的需要。笔者选择高中信息技术课堂的理答行为作为研究内容,在已有研究的基础上,借助相关理论,综合运用文献法、观察法、案例研究法、调查法来探索高中信息技术课堂的理答行为。在查阅大量国内外文献的基础上,笔者制定出课堂理答行为的分析模型,该模型包含教师提问层次、学生应答层次、教师课堂理答三个维度。笔者使用制定的课堂理答行为分析模型对高中信息技术的三种不同类型的课堂进行分析,对教师理答行为、教师理答与教师提问层次的相关性、教师理答与学生应答水平的相关性进行研究,并为高中信息技术教师提出建议。具体来说,本论文共分为六章：绪论、文献综述、课堂理答行为分析模型的构建、高中信息技术课堂理答行为观察与分析、高中信息技术课堂有效理答行为的建议及研究总结与展望。第一章主要论述研究的背景与动机、研究的问题与内容,研究思路与方法以及本研究的意义。第二章基于文献从课堂理答的概念、课堂理答行为的相关研究、已有的课堂观察量表论述了课堂理答行为已有的研究成果。第三章根据已有文献和相关理论的研究,总结有效理答的特征并在相关理论的基础上构建课堂理答行为的分析模型。第四章笔者将构建的课堂理答行为分析模型应用于高中信息技术的课堂,从教师理答、教师提问类型、学生应答水平进行分析,总结出教师提问类型、学生应答水平与教师理答的关系。第五章通过对案例的观察和分析,提出了高中信息技术课堂有效理答的建议。论文最后一部分对本研究的结论进行了简约地归纳和总结,反思了研究中的局限性,并对未来研究进行了展望。
[Abstract]:Rational answer refers to the teacher's response and treatment to students' answering questions, and it is an important part of classroom questions and answers. Teachers' classroom answers can not only develop students' thinking and cognition, but also form positive and good classroom culture, and form a democratic and equal classroom atmosphere, which can counteract students and promote students' learning. The answer can not be underestimated for students' learning, teachers' growth and the formation of classroom culture. However, the current research on classroom theory answer, especially high school information technology classroom answer, is still insufficient and difficult to meet the needs of practice. The author chooses the information technology classroom behavior as the research content, based on the existing research, with the help of relevant theories, comprehensive use of literature law, observation method, case study method, Investigation method to explore the high school information technology classroom answer behavior. On the basis of consulting a large number of domestic and foreign literatures, the author makes an analytical model of classroom answering behavior, which includes three dimensions: teacher questioning level, student response level and teacher classroom answering. The author analyzes three different types of high school information technology classroom by using the classroom reasoning behavior analysis model, and analyzes teachers' answering behavior, the correlation between teacher answering and teachers' questioning level. The correlation between teacher answer and students' response level is studied, and suggestions for IT teachers in senior high school are put forward. Specifically, this paper is divided into six chapters: introduction, literature review, the construction of classroom answering behavior analysis model, high school information technology classroom answering behavior observation and analysis. The suggestion and the research summary and prospect of effective answering behavior in IT classroom in senior high school. The first chapter mainly discusses the research background and motivation, research issues and contents, research ideas and methods, as well as the significance of this study. In the second chapter, based on the concept of classroom answer, the related research of classroom reasoning and answer behavior, the existing classroom observation scale discusses the existing research results of classroom answering behavior. The third chapter summarizes the characteristics of effective answer and constructs the analytical model of classroom reasoning behavior based on relevant theories. In the fourth chapter, the author applies the analysis model of classroom answering behavior to the information technology classroom of senior high school, analyzes the teacher's answer, the type of teacher's question, the level of student's response, and sums up the type of teacher's question. The relationship between the students' response level and the teacher's answer. In the fifth chapter, the author puts forward some suggestions on how to answer the information technology classroom effectively through the observation and analysis of the case. In the last part of the paper, the conclusions of this study are summarized and summarized briefly, the limitations of the research are reconsidered, and the future research is prospected.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.67

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