基于课堂观察的高中化学专家型教师教学行为个案研究

发布时间：2018-06-18 03:55

本文选题：课堂观察 + 教学行为　；参考：《华中师范大学》2015年硕士论文

【摘要】：新课改的根本要求是“育人为本”,核心任务是“提高质量”,为了提高教学质量,《国家中长期教育改革和发展规划纲要(2010-2020年)》提出要“注重教育内涵发展,鼓励学校办出特色、办出水平,出名师,育英才”,所以研究“名师”即专家型教师的教学行为有一定的必要性。并且第八次基础化学课改十几年了,效果如何,教学方式转变有哪些?如何解决培养学生全面能力和高考压力冲突的问题?从一线教师身上也能找到一些实际参考价值。在实习期间,笔者有幸得到了武汉市某省重点高中Z老师的指导,在与Z老师的接触当中,被其敬业的精神和严谨教学态度打动。笔者选择了武汉市某省重点高中的一名优秀的特级教师Z老师作为个案研究的对象。首先对其进行了为期两个多月的课堂观察,然后进行了课堂录像,收集了比较充分的资料,最后对收集到的资料反复观看,分别从定量和定性两个方面进行分析。通过课堂录像观察专家型教师的课堂教学行为,主要可以促进教师的专业发展。对教学录像中的细节进行专业的分析、合理的建议,可以帮助教师有效的发现自身的问题同时可以帮助教师对教学过程加深认识,继而提高教学的有效性。本研究重点则是可以通过观察专家型教师的教学行为,获取一定经验和启发。定量分析研究对象是人教版化学必修一第三章《金属及其化合物》第一节“金属的化学性质”的内容,采用的编码方式是化学课堂及信息技术的互动分析编码系统(CCITAS),利用课堂录像研究法将四节课进行文字转录、编码分类、矩阵分析、统计分析等步骤,得出了一个关于Z老师教学行为的初步结论：以教师为中心的上课模式,讲授方法为主要的上课方式,演示实验和提问时辅助的上课手段。换句话说就Z老师是一名传统的教师,上课方式摆脱不了传统的方式。在这个基础上接着做了大量的定性分析。定性分析主要采用的是总-分-总的分析模式,分析了Z老师的语言行为和非语言行为,重点是语言行为部分,非语言行为做补充。首先整体分析了Z老师的第一节课的整体教学结构和流程,然后将这一节课分为12个部分,对12个部分详细分析,最后总结,得出的结论：Z老师这节课的主线是“生活-化学-生活”,非常朴素且很重要的一条化学教学线,最重要的化学观念是“结构决定性质,性质决定用途”,最重要的讲课模式是“引导-实验-板书-小结”,这种模式主要表现在实验演示部分,在讲授为主的部分,Z老师主要采取的是由浅入深,层层对比,直击化学重点和学生矛盾点的讲授方式。Z老师上课时的语言呈现四个特点：一是层次性,二是条理性,三是精准性,四是巧妙性。同时Z老师提问的方式也是多元化分为：问——自己回答、问——学生齐答、问——点学生答、问——层层追问和问——换角度问五种方式。最后笔者对本研究做出总结,Z老师的教学行为有5个方面的启发：一是摆正教学态度,二是有完整的教学结构,三是有层次分明的教学过程,四是教学中突出重难点,五是课堂上时刻关注学生。从这五个方面,了解到第一点和最后一点尤其重要,特别是最后一点时刻关注学生。
[Abstract]:The basic requirement of the new curriculum reform is "educating people". The core task is "improving the quality". In order to improve the quality of teaching, "the national medium and long term education reform and development plan (2010-2020 years)" proposed to "pay attention to the development of education connotation, encourage the school to make the characteristics, run the water level, make the famous teacher and nurture the English talent", so the "famous teacher" is studied. The teaching behavior of the family type teachers has certain necessity. And the eighth basic chemistry courses have been changed for more than ten years. What is the effect and the transformation of the teaching mode? How to solve the problem of cultivating the students' overall ability and the pressure conflict of the college entrance examination? Some practical reference values can be found from the front line teachers. During the internship, the author has the pleasure to get it. The guidance of Z teacher of key high school in a province of Wuhan, in contact with teacher Z, was moved by his professionalism and strict teaching attitude. I chose an excellent teacher, teacher Z, an excellent teacher of the key high school of a province of Wuhan as the object of the case study. First, he carried out a class observation for more than two months and then carried out the study. In the classroom video, we collect more sufficient information, and finally analyze the collected data repeatedly, and analyze the two aspects of the quantitative and qualitative aspects. The classroom teaching behavior of the expert teacher can be observed through the classroom video recording, which can mainly promote the professional development of the teachers. It can help teachers find their own problems effectively and help teachers to deepen their understanding of the teaching process and improve the effectiveness of teaching. The focus of this study is to obtain some experience and inspiration by observing the teaching behavior of the expert teachers. Quantitative analysis and Research on the third chapters, like the human teaching edition, "metal and" Its compounds > the content of the first section "the chemical properties of metal", the encoding method used is the interactive analysis coding system (CCITAS) of chemistry class and information technology. The four courses are used to carry out the steps of text transcription, coding, matrix analysis, statistical analysis and so on by using the method of classroom video recording. Step conclusion: the teacher centered class mode, teaching method is the main way of class, demonstration and questioning the assistant class means. In other words, teacher Z is a traditional teacher, the way of class can not get rid of the traditional way. On this basis, we do a large quantity of qualitative analysis. Qualitative analysis is mainly used in the analysis. The general - total analysis model analyzes teacher Z's language behavior and nonverbal behavior, focusing on the part of language behavior and nonverbal behavior. First, it analyzes the overall teaching structure and process of the first lesson of teacher Z, and then divides this class into 12 parts, analyzes the 12 parts in detail, and finally concludes the conclusions. Z teacher's main line is "life chemistry life", a very simple and important chemical teaching line, the most important chemical concept is "structure determines nature, nature determines the use", the most important lecture mode is "Guide - Experiment - plate book - knot", this model is mainly shown in experimental demonstration part, teaching for The main part of the main part, Z teacher is mainly taken from the shallow, the comparison, the direct attack of chemical emphasis and the student contradictory point teaching method.Z teacher's language in class four characteristics: one is the level, the two is a rational, the three is accurate, four is ingenuity. At the same time, the way of asking questions by teacher Z is also pluralistic. The students answer, ask - ask - questions and questions - ask - ask - ask and ask - five ways to change angles. Finally, the author makes a summary of the study. Finally, the author makes a summary of this study. Z teacher's teaching behavior is enlightened in 5 aspects: one is the teaching attitude, the two is a complete teaching structure, three is a hierarchical teaching process, and the four is the teaching process inrush. The five is to pay attention to the students at all times in class. From these five aspects, it is especially important to know the first and last points, especially at the last moment.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

【参考文献】