培智学校课堂师生互动研究

发布时间：2018-04-29 20:54

本文选题：培智学校 + 师生互动　；参考：《华东师范大学》2017年硕士论文

【摘要】：师生互动是课堂互动行为中重要和常见的一种。大量的研究表明,良好的师生互动对学生和教师都有促进作用。本研究探究了培智学校课堂师生互动的现状,为未来的研究提供内容和方法上的借鉴,为这一领域积累实证资料,丰富该领域的理论研究成果;为培智学校学生的发展、教师专业水平的提高,以及提高培智学校教育质量提供建议。本研究采用参与式观察法,使用布罗菲-古德双向互动系统(Brophy-Good Dyadic Interaction System)分析了某培智学校三个学段45名学生和17名教师在生活语文、生活数学、生活适应中的课堂师生互动情况,共计18节课。研究的主要结论如下:(1)教师在培智学校课堂师生互动中起主导作用,学生课堂参与的积极性普遍较低;(2)培智学校课堂师生互动以教师与学生个体的互动为主要类型;(3)培智学校课堂师生互动以"有关学习的互动"为主要内容,以问答为主要方式;(4)培智学校课堂师生互动存在较大的差异,差异的产生主要来源于学生和学科,而不是教师。具体来说,培智学校课堂师生互动受学科、学段、学生学业水平的影响较大,受学生的障碍类型、障碍程度、性别,教师学历、专业背景、就职阶段的影响较小。本研究提出以下建议:(1)激发培智学校学生的学习动机,提高学生课堂参与的积极性;(2)因材施教,为了每一个障碍学生的发展,·(3)倡导多样的培智学校课堂师生互动形式。
[Abstract]:Teacher-student interaction is an important and common type of classroom interaction. A large number of studies have shown that good teacher-student interaction can promote both students and teachers. This study probes into the present situation of teacher-student interaction in the classroom of the school, provides the content and method for the future research, accumulates the empirical data for this field, enriches the theoretical research results in this field, and for the development of the students of the school. To improve the professional level of teachers and improve the quality of education in schools for the mentally handicapped. Using the participatory observation method and Brophy-Good Dyadic Interaction System), the present study analyzed the interaction between teachers and students in life language, life mathematics and life adaptation in the classroom of 45 students and 17 teachers in three learning stages of a school. A total of 18 classes. The main conclusions of the study are as follows: (1) Teachers play a leading role in teacher-student interaction in the classroom. The main types of teacher-student interaction in Peiji schools are teacher-student interaction between teachers and students. 3) teacher-student interaction in Peiji schools is mainly composed of "learning interaction". There are great differences in teacher-student interaction between teachers and students in Pei-chi School. The difference comes mainly from students and subjects rather than teachers. Specifically, teacher-student interaction in the classroom is influenced by the subjects, stages, and students' academic level, but is less influenced by the types of obstacles, the degree of obstacles, the gender, the teacher's education, the professional background, and the stage of employment. This study puts forward the following suggestions: 1) arousing the students' learning motivation and improving the enthusiasm of the students' participation in the classroom. 2) to teach students according to their aptitude. For the development of each obstacle student, 3) to advocate various forms of teacher-student interaction in the classroom of the school.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G764

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